The use of the Learning Management System (LMS) in education has permitted educators to move beyond the restrictive physical boundaries of traditional classrooms and provide learning experiences that are personalised and focused on student needs. Unfortunately, the increasing reliance on the LMS and other digital technologies is based on the assumption that students have ready access to the internet and appropriate technologies, which is often not the case. Consequently, there is an increased risk of further excluding disadvantaged students without reliable access to the internet from engaging in learning opportunities.

This paper reports on a number of projects at the Australian Digital Futures at the University of Southern Queensland (USQ) Institute that have developed a version of USQ’s LMS called Stand Alone Moodle (SAM) which doesn’t require the internet. At the moment, this technology is being trialled in prisons where students don’t have access to the internet. The project team is confident that this technology can also be used in those areas of rural, regional and remote Australia where internet access and data network coverage is problematic.

Higher education institutions are increasingly incorporating e-learning and digital technology initiatives in order to remain competitive in modern knowledge-based economies. The use of technology has become essential in the delivery of distance education courses, largely in response to an emerging demand for flexibility in learning. SAM does not require access to the internet yet still enables students to participate in courses electronically. Students enrolled in distance education courses that have previously relied on paper-based course materials will benefit from the resources, activities and support available to students who are able to access the internet, thereby improving the quality of the student learning experience.