0:00:01.180,0:00:04.720
As we saw, Hattie claims feedback affects[br]achievements the most.

0:00:05.890,0:00:08.760
In his view, the feedback can take many[br]forms.

0:00:08.760,0:00:11.360
Tests, mastery learning, or peer feedback[br]for instance.

0:00:12.900,0:00:15.790
According to me, MOOCs offer the[br]possibility

0:00:15.790,0:00:17.710
to give much more feedback to the[br]students.

0:00:17.710,0:00:19.700
Much more flexibly and efficiently.

0:00:20.880,0:00:23.630
Let's look back at how teaching typically[br]works.

0:00:23.630,0:00:25.300
A teacher tells new knowledge to the[br]students.

0:00:25.300,0:00:29.910
The students try to apply this knowledge[br]in a problem, an exercise or maybe a test.

0:00:31.070,0:00:33.738
Most of the time, this application is[br]evaluated by the

0:00:33.738,0:00:37.290
professor, but, it does not stop there in[br]good teaching.

0:00:37.290,0:00:41.790
The students need to be told how the[br]professor assesses the student's work.

0:00:41.790,0:00:43.150
This is the only way to complete a

0:00:43.150,0:00:46.300
loop from the student's perspective that[br]includes the teacher.

0:00:46.300,0:00:49.810
The only problem with this, and it's[br]significant,

0:00:49.810,0:00:51.790
is that this does not scale at all.

0:00:51.790,0:00:53.570
Assessing the work takes a lot of time[br]from

0:00:53.570,0:00:56.310
the teacher, and it slows down the[br]feedback loop.

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On top, if it's done in the classroom,[br]within the classroom,

0:01:00.770,0:01:04.950
the teacher has to guarantee that everyone[br]gets a chance to participate.

0:01:04.950,0:01:07.290
So they get good feedback, and this slows[br]down

0:01:07.290,0:01:09.930
the class for everyone, even if the class[br]is small.

0:01:11.350,0:01:14.090
MOOCs are much more flexible somehow.

0:01:14.090,0:01:17.070
You can have, you can add feedback[br]mechanism in many ways.

0:01:17.070,0:01:21.600
For instance, with a quiz the student gets[br]instantaneous feedback, twenty four seven.

0:01:21.600,0:01:23.980
With peer grading, the student can get an

0:01:23.980,0:01:28.730
almost instantaneous feedback, 24/7, but[br]it's much more personalized.

0:01:29.820,0:01:31.620
Another option for a student to get[br]feedback

0:01:31.620,0:01:33.990
is to ask a question in the MOOC forum.

0:01:33.990,0:01:37.520
Then the student is likely to get a quick[br]answer, and maybe

0:01:37.520,0:01:40.390
that answer or that discussion will bubble[br]back up to the instructor.

0:01:41.590,0:01:43.000
These are just the options that are

0:01:43.000,0:01:46.110
already possible in MOOCs, sometimes in[br]rudimentary form.

0:01:47.690,0:01:50.140
This being said, some of those feedback[br]mechanisms

0:01:50.140,0:01:52.470
on the big plat, platforms need to[br]improve.

0:01:53.470,0:01:56.410
For instance, intense interaction between[br]students or even

0:01:56.410,0:01:58.630
with the instructor on the forum is not[br]enough.

0:02:00.100,0:02:02.355
Again it does not scale, the instructor[br]has to be

0:02:02.355,0:02:05.460
everywhere or the student has to monitor[br]all those discussions.

0:02:06.910,0:02:10.330
This needs somehow to be structured, so[br]other students can benefit as well.

0:02:11.480,0:02:14.880
And even structure to the point that the[br]students contribution can

0:02:14.880,0:02:17.530
make it above the fold into the real[br]content of the course.