Online Education Systems in Scandinavian and Australian Universities: A Comparative Study

This article presents a comparative study of online education systems in Norwegian, Swedish, and Australian universities. The online education systems discussed comprise content creation tools and systems for learning management, student management, and accounting. The author of this article arrives...

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Autor principal:	Morten Paulsen
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2002
Materias:	IMS SCORM learning managment systems student management systems Australia Norway Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/e9b114dc7c3b43e88e55d8801e4f8d34
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id	oai:doaj.org-article:e9b114dc7c3b43e88e55d8801e4f8d34
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spelling	oai:doaj.org-article:e9b114dc7c3b43e88e55d8801e4f8d342021-12-02T18:03:19ZOnline Education Systems in Scandinavian and Australian Universities: A Comparative Study10.19173/irrodl.v3i2.1041492-3831https://doaj.org/article/e9b114dc7c3b43e88e55d8801e4f8d342002-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/104https://doaj.org/toc/1492-3831This article presents a comparative study of online education systems in Norwegian, Swedish, and Australian universities. The online education systems discussed comprise content creation tools and systems for learning management, student management, and accounting. The author of this article arrives at the conclusion that there seems to be a general lack of integration between theses systems in all three countries. Further, there seems to be little focus on standards specifications such as IMS Global Learning Consortium (IMS) and Sharable Content Object Reference Model (SCORM) in higher education in all three countries. It was found that both Norway and Sweden value the importance of nationally developed learning management systems and student management systems; however, this does not seem to be the case in Australia. There also seems to be much more national coordination and governmental coercion concerning the choice of student management systems used in Sweden and Norway, than is the case in Australia. Finally, with regard to online education, the most striking difference between these three countries is that of economic policy. In Australia, education is considered an important export industry. In Norway and Sweden, however, the export of education does not seem to be an issue for public discussion.Morten PaulsenAthabasca University PressarticleIMSSCORMlearning managment systemsstudent management systemsAustraliaNorwaySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 3, Iss 2 (2002)
institution	DOAJ
collection	DOAJ
language	EN
topic	IMS SCORM learning managment systems student management systems Australia Norway Special aspects of education LC8-6691
spellingShingle	IMS SCORM learning managment systems student management systems Australia Norway Special aspects of education LC8-6691 Morten Paulsen Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
description	This article presents a comparative study of online education systems in Norwegian, Swedish, and Australian universities. The online education systems discussed comprise content creation tools and systems for learning management, student management, and accounting. The author of this article arrives at the conclusion that there seems to be a general lack of integration between theses systems in all three countries. Further, there seems to be little focus on standards specifications such as IMS Global Learning Consortium (IMS) and Sharable Content Object Reference Model (SCORM) in higher education in all three countries. It was found that both Norway and Sweden value the importance of nationally developed learning management systems and student management systems; however, this does not seem to be the case in Australia. There also seems to be much more national coordination and governmental coercion concerning the choice of student management systems used in Sweden and Norway, than is the case in Australia. Finally, with regard to online education, the most striking difference between these three countries is that of economic policy. In Australia, education is considered an important export industry. In Norway and Sweden, however, the export of education does not seem to be an issue for public discussion.
format	article
author	Morten Paulsen
author_facet	Morten Paulsen
author_sort	Morten Paulsen
title	Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
title_short	Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
title_full	Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
title_fullStr	Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
title_full_unstemmed	Online Education Systems in Scandinavian and Australian Universities: A Comparative Study
title_sort	online education systems in scandinavian and australian universities: a comparative study
publisher	Athabasca University Press
publishDate	2002
url	https://doaj.org/article/e9b114dc7c3b43e88e55d8801e4f8d34
work_keys_str_mv	AT mortenpaulsen onlineeducationsystemsinscandinavianandaustralianuniversitiesacomparativestudy
_version_	1718378781676142592

Online Education Systems in Scandinavian and Australian Universities: A Comparative Study

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