The paper analyses distance learning material used in the'Continuing Education & Lifelong Learning'(CELL) and the'Applied Educational Research'(AER) module of the Masters in Education at the Open University of Cyprus with the aim to unveil the sort of pedagogical practices promoted within the two modules. To this end, the Bernsteinian concept of framing, involving instructional rules was used. Results of the analysis reveal that the CELL module is largely oriented towards definite arrangement of instructional rules, by introducing strong framing in the educational process, while the AER module establishes a generally weak framing. Moreover, the findings disclose tensions between the principles of distance and adult education, with the former implying explicit and rather'close'direction of study, and the latter advocating flexibility in adult learning.