Abstract
Ubiquitous learning is an emerging research area in which learning occurs at the right time, in the right place, with the help of various technologies. Since ubiquitous learning helps to improve learning, motivation, and creativity, effective ubiquitous learning environments should be designed. Theories, models, and strategies should be considered to design these environments. One of these models is the community of inquiry approach, which has three elements: social presence, teaching presence, and cognitive presence. In this study, social presence is selected as a focus. In this context, the purpose of the study is to present techniques for establishing social presence in ubiquitous learning environments. In line with this purpose, first, ubiquitous learning and social presence are explained. Then, techniques to establish social presence in ubiquitous learning environments are expressed. Following on, a sample ubiquitous learning environment (a ubiquitous history museum) is designed and presented, considering social presence as a specific element.
TopUbiquitous Learning
Different definitions have been put forward to explain ‘u-learning’. It is an approach to learning that seamlessly combines virtual environments and physical spaces, and is therefore a step beyond e-learning. In u-learning environments, learners access content at the right time and place (Bomsdorf, 2005). U-learning can occur in situations when the learner is mobile, such as visiting a museum, as well as in formal learning environments (Saccol et al., 2009). Yahya et al. (2010) define u-learning as learning the right thing at the right time and place, and in the right way. U-learning provides high mobility using mobile devices such as smartphones and tablets. It also provides high embeddedness through radio frequency identification (RFID), quick response codes (QR codes), and sensor networks. Embedded devices communicate with mobile devices through wireless communication (Leone & Leo, 2011). As such, u-learning can be described as learning at the right time and place via embedded technologies, such as RFID, QR codes, and sensor networks.
The use of ubiquitous and networked mobile devices is increasing in educational settings (Wang, Wiesemes, & Gibbons, 2012). U-learning environments can help motivate learners (Altınışık & Adıgüzel, 2016; Chen & Huang, 2012; Chen & Li, 2010; Tan, Liu, & Chang, 2007) and improve learning (Chen & Huang, 2012; Chen & Li, 2010; Hwang, Wu, Tseng, & Huang, 2011; Tan et al., 2007). Moreover, u-learning environments support peer-to-peer collaborative learning (Yang, 2006) and improve learner creativity (Chen & Huang, 2012; Tan et al., 2007). Since they help learning in many ways, it is important to design, develop, and use these environments in educational settings.
Key Terms in this Chapter
QR-Code: Quick response code; a two-dimensional barcode that has hidden information.
Community Of Inquiry: The learning model in which learning occurs through the interactions of social presence, cognitive presence, and teaching presence.
Group Cohesion: Behaviors that help to form and maintain a group.
Ubiquitous Learning: Learning that occurs at the right time in the right place.
Social Presence: The perception that a person sees another as a real person in communication environments.
Open Communication: The interactions among individuals.
Affective Expression: The expressions individuals use to show their feelings, emotions, values, and beliefs.