Abstract
As internet technologies make their way into developing areas, so too does the possibility of education and training being delivered to the people living in those previously unserved areas. The growing catalogue of free, high quality courseware, when combined with the newly acquired means of delivery, creates the potential for millions of people in the developing world to acquire a good education. Yet a good education obviously requires more than simply delivering information; students must also receive high quality feedback on their assessments. They must be told how their performance compares with the ideal, and be shown how to close the gap between the two. However, delivering high quality feedback is labor-intensive, and therefore expensive, and has long been recognized as a problematic issue by educators. This paper outlines a case study that uses a Learning Management System (LMS) to efficiently deliver detailed feedback that is informed by the principles of best practice. We make the case that the efficiencies of this method allow for large-scale courses with thousands of enrolments that are accessible to developing and developed areas alike. We explore the question; is computer-mediated feedback delivery efficient and effective and might it be applied to large-scale courses at low-cost?
Highlights
In the increasingly connected world of the 21st Century, Internet technology is spreading into developing areas where access to the World Wide Web was previously limited or non-existent
Has the virtue of simplicity and efficiency, requiring fewer marking resources, which is an advantage, in larger courses, allowing for courses to be scaled-up without loss of quality if not an improvement in quality; Can deliver quality feedback that is informed by best practice; Can deliver a large amount of feedback with no extra effort; The widespread availability of Learning Management System (LMS) technology and the simplicity of the process means that the practice could be generalized across disciplines; and
Feedback delivery function in conjunction with graduated feedback informed by the principles of best practice, and (b) whether this method might be adapted to a scaled-up course offering for deployment in the developing world
Summary
In the increasingly connected world of the 21st Century, Internet technology is spreading into developing areas where access to the World Wide Web was previously limited or non-existent. EDU, which in one year alone partnered with over 300 universities and other providers to offer more than 65,000 free lectures The scale of this free on-line content is impressive by any standard, with TED Talks, for example, being viewed by over 450,000 people a day [1]. World experts in their subject area present ideas on a wide range of topics and these high-quality videos can be used as a free learning resource by anyone with an Internet connection, irrespective of their location.
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