computer gives a grade and also information on what items in the exercise the student has
to work again. When the student has completed the exercise, the computer sends a
message to the teacher of the course informing him that the exercise has been completed
satisfactorily. Peer assessment is used in some courses where the students discuss each
others' work and comment on it. The mainstay in assessing and marking assignments still
is in the hands of the tutors, who mark their students' work, comment on it and give
indications on further work, reading or ask for the assignment in question to be worked
again. This teacher assessment and marking is considered to be very important an great
emphasis is put on this part of the teachers' work being done conscientiously and as
quickly as possible, the general rule being that the teacher return the student's work within
24 hours from receiving it if this is at all possible.
The interview analysis imply that peer assessment is relatively scarce. The references to peer
assessment are listed below:
<10> We do not support peer assessment. TMAs and CMAs and examinations are all used
<28> We do not have peer assessment. We have TMAs and CMAs marked by the
computer and face to face examinations supervised in the examination hall.
<45> There are compulsory assignments and questionnaires and many interviews
throughout the course. Peer assessment forms part of the courses though it is not the main
basis for assessment. Much emphasis is placed on the interviews between student and
<50> The assessment is based on the tutor. In some courses there is also some peer
The CISAER interviews indicate that some courses have no assessment simply because they
are self study courses with no tutors:
<95> This French course is essentially self taught with support from a tutor for individual
student queries. No accreditation is offered.
<122> The courses are absolutely free there is no need even to register. No tutoring is
provided, although there is provision for sending in comments about the courses to
MBAII. There is no accreditation offered. As the courses are on an open Web site, it is
possible to work through the materials anytime.
Enrollment and Progress Flexibility
Both enrollment and progress can be more or less flexible. However, the two main models
found in the interviews are group enrollment and progress and individual enrollment and
progress. These models represent two different strategies that have important consequences
for marketing strategies, administrative systems, and pedagogical approaches.
The interviews testify that group based enrollment and progression is far more used than
individual enrollment and progression. The analysis identified 46 institutions that used the
group model and 12 that followed the individual model. In addition, 11 institutions offered