The internet and the world wide web (www) have rapidly evolved online learning and collaborative learning (Kek and Huijser, 2015). Qualification, socialisation and subjectification are three different domains that should be met in an education environment (Biesta, 2015, p. 84), including digital environments.

There are a variety of tools, which can be used for online learning, either commercial or free/open source tools. They may be cloud-based tools (such as Google solutions: site, plus, drive, etc.) or software systems (such as Moodle, The selection of a tool for an online learning depends on the purpose and the potential learners group. For example, if the aim is to publish course material for public (e.g. general Swedish language course materials) then a cloud-based tool may be OK. While access to subjective high quality course materials is provided, providing tools for socialisation of the students, exchange of knowledge and ideas in forums, etc. need to be provided as well.

At the other side, if an institute intends to create an online training program, then using a software system on a local server may have a priority in selection. The main reason is that the institute needs to have full control over the system in terms of how to keep the track of students, linking it to institute’s/university’s student registration system, updating course materials as well as system’s users guide on time, etc. Imagine that an institute runs a learning system on cloud and then the cloud system and its user interfaces are suddenly upgraded and changed. The students will be confused for a while, until the institute updates its user guides on how to use the system.


Biesta, G. (2015). What is education for? On good education, teacher judgment, and educational professionalism. European Journal of Education, 50(1), 75-87.

Kek, M.Y.C.A., Huijser, H. (2015). 21st century skills: problem based learning and the university of future, third 21st CAF Conference at Harvard, Boston, USA. Sep 2016, 6(1), 406-416., visited Oct 16, 2016.


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