U-Learning and Virtual Classrooms in Social Sciences Education: Virtual Learning Environments and Participation

Introduction

Although the term “ubiquitous technology” dates to 1910, the term “ubiquitous computing” would be coined in 1988 by Weisser when referring to the presence and integration of computers in people's lives to facilitate problem solving. However, in the educational context, the development of the internet, wireless devices and sensors, the expansion of the use of mobile technologies or the development of apps have enabled the development of different ubiquitous learning modalities (Delgado-Algarra & Lorca-Marín, 2019). With the expansion of internet and the use of handheld devices, teachers can implement ubiquitous learning (u-Learning) in Virtual Learning Environment (VLE) as an extension of e-Learning environments that include apps and services related to mobile devices (Case, 2008). In other words, u-Learning is originated by the convergence of e-Learning and m-Learning (figure 1) and it allows learning to take place independently of time and place through features such as permanence of the work, accessibility to materials from anywhere, immediacy to access the materials at any time, interactivity, activities based on needs and concerns, and adaptability. U-Learning transcends beyond the classroom, empowering students in relation to knowledge management through VLE. Due to the importance of interaction between teachers, students and family, the current virtual classrooms offer multiple tools to facilitate discussion, interaction and information exchange. It incorporates defining elements of a social network and sometimes contributes to the creation of virtual learning communities.

In this chapter, the main features of u-Learning (mobile, collaborative, interactive, omni-synchronous, experimental) will be reviewed, considering it as a model that integrates technology in the assessment and monitoring of educational processes of the students and breaking the limitations by place and time in the teaching and learning of Social Sciences, Geography and History.

Figure 1.

relation between u-Learning, e-Learning and m-Learning

Regarding u-Learning, we will introduce virtual classrooms and Virtual Learning Environments (VLE); highlighting that Learning Management Systems (LMS) offers technologies for e-Learning and Learning Content Management System (LCMS) offers contents useful for e-Learning and u-Learning; including, in this case, tools related to m-Learning. Finally, we will present some tools useful for U-Learning, focusing in resources to create virtual classrooms and VLE; considering that due to the relationship of u-Learning with e-Leaning and m-Learning, some of these tools have already been reviewed in previous chapters from a different perspective.

U-Learning: Expanding Participation And Educational Experiences From E-Learning And M-Learning

According to Oliveira (2012) and De Oliveira, De Almeida & Nakayama (2016), Information and Communication Technologies (ICT) can be important components for innovation and e-Learning. They make e-Learning closer to the classroom regarding interaction, in order to improve the process of mediated communication, systematic guidance and constant monitoring. Moreover, they are focused on the development of skills and attitudes that allow autonomous learning of students. The evolution of information technologies (IT) and technological structure have an important role in the development of e-Learning (Pimentel, Freitas & Siqueira, 2011). As Bof (2005) indicates, e-Learning is a complex educational modality that requires an efficient and systemic management in order to achieve educational goals. Regarding this, it is essential establish strategies and mechanisms to define educational goals, instructional design, steps and activities, mechanisms to support the learning system, technologies, evaluation system, formal academic procedures and functioning of the system.