Transition From E-Learning to U-Learning

E-learning systems have increased the prevalence of information and computer technologies in education. U-learning is a modern teaching system based on the use of computer technologies (ubiquitous computing technology) everywhere in the environment of existing wired, wireless, mobile, and sensor systems. The interaction between information, object/device, and user/learner/student is formed at any time, anywhere, and form in the communication environment called u-environment. In u-learning, the presence of information in objects (embeded) and mobility is the highest. Training services are among mobile systems and sensors that can move independently in the environment. The status of the learners is followed due to the characteristics of the server systems and objects. Researches on u-learning are ongoing. Especially u-learning system theory and application methods are being investigated. Most of the researches are about u-learning applications rather than u-learning framework. This chapter focuses on basic features, media, and research in the transition from e-learning to u-learning.

The Usability of Mobile Devices in Distance Learning

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

A Framework for Developing Open Distance E-Learning Curriculum for Library and Information Science (LIS) Programme in Eswatini

The dependency by foreign countries institutions such as South Africa, Botswana, and Namibia for library and information science (LIS) training and development of staff members, to acquire higher education, has become expensive and complex for Eswatini government to handle. The expensive nature and complex situation of sending employees out of the country for training has paralysed most of the organisation due to their absence from operations in the office. This study therefore seeks to investigate, developing open distance e-learning curriculum for LIS programme in Eswatini. The University of Eswatini (UNESWA), which is one among other institution of higher learning in the country, does not offer any programme in LIS. Considering this situation in Eswatini, this chapter proposes a framework for developing the ODeL curriculum for LIS. Such a programme could be offered through the UNESWA to accommodate students within and outside the country. Thus, ensuring Eswatini becomes a player in LIS space within the African continent.

Ubiquitous Learning for New Generation Learners' Expectations

It cannot be denied that environmental influence has a great effect on the characteristics of individuals: reason why people can be profiled with their generation. Generation is a collection of lifespans which fall into a time duration when major changes have occurred. The last decades are labeled as information and technology era where the world is witnessing great changes in lifestyles that go in parallel with the speed of evolving digital technology. Young people born after 2000 are categorized as “Generation Z,” who are born into a world of IT technology and are independent, social individuals competent in using technology and mostly interested in technology-driven/enabled events and devices. Due to this fact, portable/wearable smart devices may be used to offer new opportunities for delivering education tailored according to situational needs and preferences of these people. In this chapter, after touching distinctive characteristics of the generations, concepts regarding ubiquitous learning and how it aligns with the aspirations and values of Generation Z are highlighted.

Enhancing Personal Professional Development Through Technology Integration

In this chapter, personal professional development trainings, which need to include ubiquitous learning environments, are discussed. First of all, professional development is explained. Then, the authors discussed factors affecting the efficiency of professional development activities and how they can incorporate new technologies into professional development activities to meet the needs of adult learners. After that, based on the definition of ubiquitous learning, ways of using technology in terms of meeting adult needs with professional development are examined. Finally, the process that was evaluated within the framework of technology integration is presented to readers.

The Challenges and Opportunities of Partnership in Establishing Online Postgraduate Provision

This chapter shares some of the ‘lessons learned' from the author's perspective of adopting a higher education services provider as partner for the design, development, and delivery of online postgraduate provision. Ultimately, partnering with a higher education services provider for the development of online learning offers distinct benefits in terms of marketing support, project management, and instructional design but the key to ensuring the partnership works effectively and impacts positively upon student experience, is to ensure a clear delineation of roles and responsibilities from the outset, avoid unnecessary shifts in personnel, and have a system of monitoring and control in place from the university's perspective to ensure that roles and responsibilities within the partnership are being upheld.

From Ubiquitous to Ubiquitous Blended Learning Environments

As advances in information and communication technology increasingly transform learning and teaching; blended learning and ubiquitous learning concepts have gained attention and become pervasive in 21st century. With the help of recent advances in mobile learning, wireless networks, RFID tags, a new model of blended learning—ubiquitous blended learning—that takes advantage of increasing ubiquity of online devices in online phase of blended learning is considered to gain attention in designing online courses. In this chapter, the author presents a picture of ubiquitous and blended learning studies while focusing on the results of ubiquitous learning and suggesting a rationale for such designs. The author defines ubiquitous blended learning as an instructional design approach that integrates ubiquitous technologies involved on-line and/or virtual learning with face-to-face learning by decreasing seat-time in class and increasing outdoor learning activities to facilitate learning from not just the teacher but from peer to peer and on-line learning communities as well.

Supporting Learners with Special Needs in Open and Distance Learning

Open and distance learning (ODL) systems provide learners with a flexible learning environment independent of time and place. However, the advantage of this flexibility may turn out a disadvantage if the learners do not find a solution to problems they may face before, during, and after the learning process. In eliminating this disadvantage, learner support services play an important role. The quality of support services has a direct impact on learner retention and academic success. Especially, for the learners with special needs, the quality of support services has a particular importance. Within this context, in this chapter, the authors address accommodations for learners with special needs in ODL. First, this chapter focuses on support services in ODL, then learners with special needs in ODL and what accommodations learners with special needs require according to their disability type. Finally, the authors exemplify the accommodations for learners with special needs in ODL institutions and offer recommendations.

Learning Communities

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

Online Learning Support in a Ubiquitous Learning Environment

The ubiquitous learning environment (ULE) is both an ontological and epistemological problem. For most scholars, ULE provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Furthermore, ULE is described as an educational paradigm that mainly uses technology for curriculum delivery. Through reflection and exploration, this chapter argues that online learning support has a symbiotic relationship with ULE because the student, at some point, should move beyond the “text” level into concepts and conceptual organization schemes (ontologies). In line with this viewpoint, this chapter problematizes the gap created by real-world and digital-world resources—and argues that online learning support for teaching and learning processes have not yet emulated ULE as an important pedagogical resource.