subscription for a year (f1980, Dutch Guilders for at least six modules, all in)
subscription for a semester (f990, Dutch Guilders for at least 3 modules, all in)
subscription for a period to cope with planning problems
subscription for an individual module/course in a diploma line
subscription for an individual module/course (f360, Dutch Guilders, all in: materials,
As stated earlier students are urged to subscribe for trajectories (sets of courses with extra
support and provisions, regular meetings, fixed group of colleagues/students) or
subscription for a year/semester. Pricing differs depending on the option students choose
from this menu
But as a rule of thumb; the preferred subscription mode is the cheapest and the options
ranked at the end of the menu are the more expensive ones. This sounds as a contradiction
but is in line with are objective to orient more students to trajectories.
As explained above, they try to break down the complete openness of the system by offering
pre structured trajectories that bring together students, a number of courses and resources. The
subscription menu shows the degree of autonomy that is still allowed, but at the expense of a
higher price to be paid by students.
Now all courses (411) are accessible on the web in the StudieNet environment, but the
number of courses that completely build upon the potential of that web is still limited
although gradually growing. At this moment 22 courses can truly be called web based which
means that they offer more than the static provisions that have been described above. As
stated earlier OUNL envision that by the year 2002, all courses will be web based. The ELO
system plays a major role in this.
ELO is the future way to go. Next to the systems design we also develop new organizational
and procedural structures to implement the innovation and to support the transition phase. At
this moment the use of StudieNet could be called a perfect solution for the transition of a
second generation towards a third generation approach towards distance education. Especially
the educational changes implied with the ELO system (competency based education) put
forward the biggest problems and challenges.
North America dominates the world of online education, and this report will just present some
examples of from the continent. Some of the reasons for this dominance are the well
developed Internet infrastructure, the international dominance of the English language, and the
well developed university systems.
In February 1999, Industry Canada engaged TeleLearning Network Inc. to conduct a
competitive analysis of key institutional providers of online post secondary education (Massey
and Curry, 1999). The report includes an analysis of educational providers that invested
substantial resources and planning in online learning, and have achieved a significant market
share in North America. The institutions included were: University of Phoenix Online, Open
University UK, Western Governors University, California Virtual University, Standford