Indonesian Journal of
Electrical
E
n
gi
neer
i
n
g and
C
o
mp
uter Sci
e
nce
V
o
l.11
,
No
.1
, Ju
ly 20
18
, pp
. 17
5
~
18
1
ISSN: 2502-4752,
DOI: 10.
11591/ij
eecs.v11
.i1.pp175-181
1
75
Jo
urn
a
l
h
o
me
pa
ge
: http://iaescore.c
om/jo
urnals/index.php/ijeecs
Evolution of Learning Environm
ent: A Review of Ubiquitous
Learning Paradigm
Ch
aracteristics
Z
u
rainee Moh
d
Tahir
,
H
a
r
y
ani H
a
r
o
n,
Jasber K
a
ur
Gi
an
Singh
Faculty
of
Computer &
Math
ematical Scien
ces, Univers
iti Teknologi MARA (UiTM), Sh
ah Alam,
Selangor, Malaysia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Ja
n
9, 2018
Rev
i
sed
Mar
20
, 20
18
Accepted Apr 11, 2018
This paper p
e
rform
ed liter
a
t
u
re ana
l
y
s
is for evolution
of learn
i
ng
environment fo
cusing on anew learning p
a
r
a
digm which is known as
ubiquitous learning environm
ent. This paper
also
intend
at provid
i
ng specific
information abo
u
t ubiquitous learning concep
ts
a
nd the cri
t
eri
a
th
at need
ed in
the futur
e
res
ear
ch. It b
e
gins
b
y
brie
fly
des
c
ribingthe evolu
tion
of learn
i
ng
environm
ent wit
h
the com
p
aris
o
n
for each of th
e
learn
i
ng parad
i
g
m
s
.
F
i
nall
y,
the def
i
nition of
ubiquitous learn
i
ng and
the
comparison of ch
aracter
i
stics in
ubiquitous learn
i
ng parad
i
gm are also
compared and discussed to further
enhance th
e un
derstanding of
ubiquitous
l
earn
i
ng conc
ept
.
As
a con
c
lus
i
on
these paper prov
iding a basis foundation
for novice researcher th
at inter
e
sted
in exp
l
oring ub
iquitous learning
environment
area.
K
eyw
ords
:
e-learni
ng
m
-
l
earni
ng
Ubi
qui
t
o
us
C
o
m
put
i
ng
Ubi
qui
t
o
us
Le
arni
ng
Copyright ©
201
8 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Zurai
n
ee M
o
hd Ta
hir,
Faculty of Com
puter & Mat
h
em
atical Sciences,
Un
i
v
ersiti Tekn
o
l
o
g
i
M
A
RA
(UiTM),
Sh
ah
Alam
, Selan
g
o
r
, Malaysia.
Em
a
il: zu
ramt
@g
m
a
il.co
m
1.
INTRODUCTION
Learni
ng
i
s
t
h
e
pr
ocess i
n
g
a
i
n
i
n
g i
n
fo
rm
at
ion
o
r
k
n
o
wl
e
d
ge by
st
udy
i
n
g
,
ex
peri
e
n
ce,
b
e
i
ng t
a
ug
ht
o
r
syn
t
h
e
sizing
th
e in
fo
rm
atio
n
.
Defi
n
itio
n o
f
th
e learn
i
n
g
is m
u
ch
deep
er th
an
me
m
o
rizatio
n
of th
e
knowledge content. T
h
e state
m
ent has bee
n
agree
d
by th
e educational researche
r
s that
classified learning a
s
th
e ab
ility
to
g
e
n
e
rate critical th
in
k
i
ng
and
tran
sfer th
e
n
e
w kn
owledg
e to
d
i
fferen
t contex
t, u
n
d
e
rstand
ing
th
e
kn
o
w
l
e
d
g
e c
o
n
t
ent
,
rel
a
t
i
n
g t
h
e m
a
i
n
i
d
eas i
n
t
h
e
kn
owl
e
d
g
e
ret
r
i
e
ve
d a
n
d
m
a
ki
ng c
o
nnec
t
i
ons
bet
w
ee
n
pri
o
r
and
ne
w k
n
o
w
l
e
dge [
1
]
.
Fi
g
u
re
1 sh
o
w
t
h
at
for t
h
e l
a
st
few y
ears
,
t
h
e
rapi
d
de
vel
o
p
m
ent
s
i
n
i
n
f
o
r
m
at
i
on
com
put
er t
ech
nol
ogy
(IC
T
)
have
bee
n
gra
dual
l
y
t
r
a
n
sfe
r
red
fr
om
t
r
adi
t
i
onal
l
ear
ni
n
g
t
o
el
ect
ro
ni
c l
earni
n
g
(e-l
ear
ni
n
g
) t
o
bl
en
ded l
e
a
r
ni
ng
, t
h
e
n
m
ove t
o
m
obi
l
e
l
earni
ng (m
-l
earni
n
g
) a
nd
n
o
w
we
are m
ovi
ng t
o
war
d
s
to
ub
iqu
itou
s
l
earn
i
n
g
(u
-learn
ing
)
.
Fi
gu
re
1.
Ev
ol
ut
i
o
n
o
f
Lea
r
ni
ng
E
nvi
r
o
nm
ent
A t
r
a
d
i
t
i
onal
l
earni
ng i
s
a
l
earni
ng e
n
vi
r
o
n
m
ent
wi
t
h
an
educat
or i
n
f
r
ont
a
n
d t
h
e l
e
arne
rs at
t
h
e
d
e
sk
s. Different
learn
e
rs h
a
v
e
d
i
ffer
en
t typ
e
s o
f
ab
ility in
retriev
i
ng
th
e kno
wled
g
e
bu
t the edu
cator
d
o
e
s not
Traditional
Learning
e-Learning
Blended
Learning
M-Learning
U-Learning
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
250
2-4
7
5
2
I
ndo
n
e
sian
J Elec Eng
& Com
p
Sci, V
o
l. 11
,
No
.
1
,
Ju
ly
20
18
:
1
75–
181
17
6
foc
u
s a
nd t
eac
hi
n
g
at
i
ndi
vi
d
u
al
b
u
t
as ge
n
e
ral
i
zed. T
r
adi
t
i
onal
l
earni
ng
i
s
kn
ow
n as
passi
ve
, f
o
rm
al
an
d
direct learning environm
ent whe
r
e
b
y the e
ducat
ors
is
t
h
e o
n
l
y
so
urce
of
t
h
e
k
n
o
w
l
e
dge
del
i
v
e
r
y
.
The
k
nowledg
e d
e
l
i
v
e
ry con
t
en
t is u
s
u
a
lly d
e
livered
in
writin
g o
r
orally p
r
o
c
ess. Th
e in
teractio
n
pro
cess between
educat
or a
nd l
e
arne
rs ha
p
p
en i
n
o
n
e-
way
co
m
m
uni
cat
i
ons.
Th
e kn
ow
ledge tr
an
sf
er
pr
o
c
ess is seen as “one t
o
man
y
” wh
ich
t
h
e ed
u
cat
o
r
s is th
e au
tho
r
ity in
th
e lear
ning
process
and act
as th
e
m
a
in communicator
[1].
El
ect
roni
c l
ear
ni
n
g
(e-
L
ear
ni
ng
) i
s
a l
earni
ng t
h
at
e
nha
nc
es t
r
adi
t
i
onal
l
earni
ng t
o
onl
i
n
e l
earni
ng
envi
ro
nm
ent
t
h
at
use
web
-
b
a
sed a
n
d ca
n
sup
p
o
rt
di
st
an
ce l
earni
ng
[
2
]
.
The
i
n
t
e
ract
i
on
p
r
oce
ss
be
t
w
een
educat
or a
nd l
earne
rs ha
p
p
e
n
i
n
t
w
o-
way
com
m
uni
cat
i
ons. T
h
e k
n
o
wl
edge
del
i
v
ery
pr
ocess seem
t
o
be
“
m
any to m
a
n
y
” whe
r
eas lea
r
ne
rs ca
n com
m
unicate and
givi
ng persona
l
feedback acc
or
din
g
to t
h
eir
field o
f
st
udy
nee
d
s
.
I
n
e-Lea
r
ni
n
g
,
educat
ors i
n
t
e
ract
and
gi
ve
i
n
st
ruct
i
o
ns t
o
t
h
e l
earne
rs i
n
we
b-
base
d
usi
n
g
com
put
er net
w
o
r
k
an
d t
h
e
l
earner
s
gi
ve
feed
bac
k
usi
ng t
h
e si
m
i
l
a
r pl
at
fo
rm
[3]
.
The f
o
un
dat
i
on
o
f
tech
no
log
y
in
e-Learn
i
ng
is th
e in
tern
et an
d it
is a
ssociated with comm
unication t
echnol
ogy where
b
y learne
rs
n
eed to
b
e
m
o
re activ
e an
d p
a
rticip
ate in th
e l
earning process [4].
T
h
er
e
are t
w
o-way comm
unication
hap
p
e
n
s a
n
d
t
h
ey
can c
o
m
m
uni
cat
e bet
t
e
r i
n
defi
ni
n
g
t
h
e ap
propriate learn
i
ng
con
t
en
t.
Howev
e
r, in
e-
Learni
ng lea
r
ners are
not interested
in ac
ce
ssing
knowledge m
a
terials re
ga
r
d
i
n
g
of t
h
e
di
ffe
re
nces o
f
t
h
ei
r
lear
n
i
ng
styles
th
at d
e
p
e
nd
i
n
g w
ith
t
h
eir
b
e
hav
i
or
[5
].
B
l
ende
d l
earni
ng i
s
f
o
c
u
si
n
g
on i
n
t
e
grat
i
o
n
of t
r
a
d
i
t
i
onal
cl
assro
o
m
l
ear
ni
n
g
wi
t
h
e
-
Le
arni
ng a
n
d
con
s
i
d
er a
s
ext
e
nsi
o
n
of e
-
Le
arni
ng e
n
vi
ro
n
m
ent
.
It
i
s
also
rep
r
esen
ts an
opp
ortun
ity to
in
tegrate advan
ces
t
echn
o
l
o
gy
t
h
at
of
feri
ng
by
o
n
l
i
n
e l
ear
ni
ng
[
6
]
.
T
h
e i
n
teraction
process bet
w
een
educat
or
and learners
happe
n
in two-way reci
proca
l
comm
unicati
ons
where
b
y the educator
will
receive fee
d
back
from
m
o
re than
one
learner at the sam
e
ti
me. In a
d
dition, the lea
r
ne
rs a
r
e a
b
le in gi
ving the
fee
d
ba
ck a
n
d accessi
ng the
kn
o
w
l
e
d
g
e co
n
t
ent
and
re
peat
i
ng t
h
e s
a
m
e
t
o
pi
c f
o
r se
veral
t
i
m
e
s t
h
rou
gh t
h
e we
b-
base
d
and i
f
t
h
ey
ha
v
e
any
que
stions
re
ga
rdi
ng t
h
e s
u
bject
m
a
tter, they can c
o
mm
unicate in face t
o
face
interact
ion a
n
d re
ducing the
p
o
s
sib
ility to
misin
t
erp
r
et the d
e
liv
ery of
kn
owledg
e con
t
en
t.
Mo
b
ile learn
i
ng
(M-Learn
i
n
g) is th
e ex
ten
s
io
n
of
e-Lea
r
ning applications
[7]
.
In M
-
L
e
arni
ng
, the
learners use handheld de
vi
ces
suc
h
a
s
m
obile
ph
one
s to acce
ss t
h
e learning c
onte
n
t using
wireless
co
nn
ectiv
ity. In
in
ter
acti
o
n
asp
ects, M
-
Lear
n
i
n
g
enh
a
n
c
es tw
o-
w
a
y commu
n
i
catio
n
w
h
er
e it suppo
r
t
s t
h
e
com
m
uni
cat
i
on bet
w
een l
ear
ners t
o
t
h
e ed
u
cat
ors
di
rect
l
y
whi
c
h t
h
r
o
ug
h
m
obi
l
i
t
y
of t
h
e devi
ces, l
e
a
r
n
e
rs ca
n
perform
their learni
ng in a
n
ytim
e and at anyplace [8]. T
h
e interaction
process betwee
n educat
or a
nd le
arne
rs
happe
n
in two-way reci
procal comm
unications.
Learning i
n
M-Le
arning
is a supplem
e
n
t
ary for
face to fac
e
in
teractio
n b
y
en
h
a
n
c
ing
learn
i
ng
activ
ities
an
d
learn
i
ng
ex
p
e
rien
ces of t
h
e learn
e
rs [9
].
Ubi
qui
t
o
us l
earni
ng (
U
-
L
ear
ni
n
g
) i
s
a new
l
earni
ng e
nvi
r
onm
ent
t
h
at
i
n
t
e
grat
es t
h
e be
nefi
t
of e-
Learni
ng a
n
d
M-Learning [10-11]. In
ge
neral, a widely accepted
defi
nition
of
ubiquitous learning is learni
ng
can
h
a
p
p
e
n
in an
yti
m
e
an
d at an
yw
h
e
r
e
u
s
ing
th
e ub
iq
u
itou
s
technolo
g
y
d
e
v
i
ces. U
b
i
q
u
itou
s
lear
n
i
n
g
envi
ro
nm
ent
,
r
e
l
y
i
ng o
n
ubi
qui
t
o
us t
e
c
h
n
o
l
ogi
cal
de
vi
ce
s, m
eani
ng t
h
at
t
echn
o
l
o
gy
i
s
t
h
e m
e
di
um
t
h
at
ubi
qui
t
o
us l
ear
ni
n
g
de
pen
d
e
d
on. I
n
t
e
ract
i
o
n i
n
U-
Lear
ni
n
g
co
nsi
d
e
r
as a soci
al
col
l
a
borat
i
o
n,
whe
r
e
b
y
t
h
e
i
n
t
e
ract
i
on
pr
o
cess bet
w
ee
n e
ducat
or a
n
d l
earne
rs h
a
p
p
e
n
i
n
m
u
l
t
i
-
di
rect
i
onal
c
o
m
m
unicat
i
on [
1
2]
. B
a
sed
o
n
t
hose
ex
pl
anat
i
ons
a
b
o
v
e,
we
i
d
ent
i
f
i
e
d
a c
o
m
p
ari
s
on
bet
w
een l
ear
ni
n
g
pa
radi
gm
s as gi
v
e
n i
n
Ta
bl
e 1
b
e
l
o
w:
Tabl
e 1.
C
o
m
p
ari
s
o
n
of
Lear
n
i
ng Para
di
gm
s
Characteristic
Traditional
Lea
r
ni
ng
E-lea
r
ni
ng Blended
lear
ning
M
-
lear
ning
U-
lear
ning
Physical setting
- Classroo
m
in
the
schools.
- Specif
i
ed
place
-
Specified place
-
Anywher
e
and
anyti
m
e
- An
yti
m
e
,
any
w
her
e
using any
ty
pes of devices
Role of
teacher
- Authority
- Tutor
- Pres
enter
- In
f
o
r
m
atio
n
pr
ovider
- Coach
- Pres
enter
- Assessor
- Ex
p
e
rt
- Mo
d
e
rato
r
- Ad
v
i
ser
- Ex
p
e
rt
- Plan
n
e
r
- Ad
v
i
ser
-
Acade
m
ic guide
Learners
Concept
- Te
acher-guided
- Te
achers-
directed
- Self
-d
irect
ed
- Self
-d
irect
ed -
Self
-direct
ed
- Self
-d
eter
m
i
n
e
d
T
y
pes of
interaction
- One-
way
co
m
m
unication
- Two
-
wa
y
co
m
m
unication
- Two
-
wa
y r
ecipro
cal
co
m
m
unication
- Two
-
wa
y
reciprocal
co
m
m
unication
- Multi-di
rectional
co
m
m
unication
T
echnology
em
bedded
-
None
-
Co
m
puter
networ
k
-
Co
m
puter
netwo
r
k
-
M
obile
T
echnology
- Wireless
-
Sensor
technology
-
M
obile technolog
y
- Wireless
M
ode of
L
ear
ning
- Passiv
e
- Passiv
e
- Activ
e
- Activ
e
- Activ
e
E
ducation
Sector
- Child education
- Adult
education
-
Adult education
-
Adult e
ducation
-
Adult education
Evaluation Warning : The document was created with Spire.PDF for Python.
In
d
onesi
a
n
J
E
l
ec En
g& C
o
m
p
Sci
ISS
N
:
2
5
0
2
-
47
52
Evol
ut
i
o
n
of
L
e
ar
ni
n
g
E
n
vi
ro
nme
n
t
:
A Revi
e
w
of
U
b
i
q
ui
t
o
us
Lear
ni
ng
Pa
r
adi
gm
…
(
Z
ur
ai
nee Mo
h
d
T
a
hi
r)
17
7
2.
LITER
A
T
URE BA
CKGR
OU
ND
2.
1.
De
finition
of Ubiquitous
Learnin
g
Ubi
qui
t
o
us
l
earni
ng
i
s
a
ne
w
l
earni
ng
pa
ra
d
i
gm
aft
e
r t
h
e e
x
i
s
t
e
nce
o
f
e-
L
earni
ng
,
bl
en
d
e
d l
ear
ni
n
g
and M
-
Lear
ni
ng
. B
a
si
cal
l
y
,
t
h
e defi
ni
t
i
ons
of u
b
i
qui
t
o
us
l
earni
n
g
ha
ve
been
di
scus
se
d i
n
m
a
ny
l
i
t
e
rat
u
re
s
[13-19]. Howe
ver, it still has no a
n
y
definitions that
bei
n
g
accepted
rega
rding the tra
n
sform
a
tion in ac
adem
i
c
learn
i
ng
p
a
radig
m
s
th
at ch
ang
e
d
so
fast. In th
is stu
d
y
, sev
e
ral d
e
fin
ition
s
h
a
v
e
b
e
en
ch
osen
to
p
r
ov
e th
at
defi
ni
t
i
on o
f
u
b
i
q
ui
t
o
u
s
l
earn
i
ng i
s
chan
ge
d qui
c
k
l
y
over t
h
e t
i
m
e
. Ly
yt
i
n
en & Yo
o [
13]
have
been cl
as
si
fi
ed
fo
ur
l
ear
ni
n
g
e
nvi
ro
nm
ent
s
w
i
t
h
refe
re
nce
of
u
b
i
q
ui
t
o
u
s
c
o
m
put
i
ng.
Fi
gu
re
2
re
pre
s
ent
s
t
h
e f
o
ur
l
earni
ng
e
nvi
ro
nm
en
ts. From
there, it was classified that the
first
learn
i
ng
env
i
ro
n
m
en
t will be
Deskt
o
p-Computer As
sisted Le
ar
ning
that p
r
ov
id
es l
o
w lev
e
l em
b
e
dd
edn
e
ss
an
d
l
o
w
of m
o
b
ility an
d
th
e en
v
i
ron
m
en
t o
f
th
is learn
i
n
g
is li
mited
.
Th
e seco
nd
learn
i
ng en
v
i
ron
m
en
t will b
e
Mo
bi
l
e
Lear
ni
ng
t
h
at prov
i
d
es lo
w lev
e
l em
b
e
d
d
e
dn
ess
an
d h
i
g
h
lev
e
l
o
f
m
o
b
ility a
n
d th
e learn
e
rs will
increase their
capability by accessing th
e knowledge inform
at
ion at anyti
m
e and anywhere
. Meanwhi
l
e, the
th
ird
learn
i
ng
en
v
i
ron
m
en
t will b
e
Perva
s
ive Co
mpu
ting
t
h
at
pro
v
i
d
es hi
gh l
e
vel
em
bedde
d
n
ess an
d l
o
w
of
m
o
b
ili
ty an
d
learn
e
rs
will o
b
t
ain
th
e i
n
fo
rmatio
n
th
ro
ugh
th
e em
b
e
dd
ed
d
e
v
i
ces in th
e env
i
ron
m
en
t itself.
Th
e fou
r
t
h
learn
i
ng
env
i
ron
m
en
t will b
e
U
b
i
qui
t
o
us Lear
ni
ng
t
h
at
bec
o
m
e
s a ne
w t
y
pe o
f
l
earni
ng
pa
ra
di
gm
th
at o
ffering
hig
h
lev
e
l o
f
em
b
e
d
d
e
dn
ess
an
d
h
i
gh
lev
e
l o
f
m
o
b
ilit
y i
n
wh
ich
th
e learn
e
rs can
access th
e
kn
o
w
l
e
d
g
e i
n
f
o
rm
at
i
on any
t
i
m
e, any
w
he
re usi
n
g any
t
y
pe
s of de
vi
ces w
i
t
h
t
h
ei
r ow
n c
o
n
v
e
n
i
e
nce.
O
f
t
h
e
fo
ur
t
y
pes
of
l
earni
ng
en
v
i
ro
nm
ent
t
h
at
has
bee
n
di
scusse
d ea
rl
i
e
r, i
t
i
s
o
bvi
o
u
s t
h
at
t
h
e l
e
vel
o
f
e
m
b
e
d
d
e
dn
ess
an
d lev
e
l
o
f
mo
b
ility h
a
s a relatio
n
s
h
i
p
with
learn
e
rs learn
i
n
g
activ
ities in
th
eir
d
a
ily life.
Level
of
em
be
dde
d
n
ess
Fi
gu
re
2.
C
l
assi
fi
cat
i
on
of
Le
arni
ng
En
vi
r
o
n
m
ent
s
[1
3]
Th
e first atte
mp
ts to
in
tro
d
u
c
ed
th
e d
e
fin
ition
of ub
iqu
itou
s
learn
i
ng
is from
Og
ata & Yan
o
, [1
4
]
b
y
com
b
i
n
i
ng
bot
h o
f
pe
rv
asi
v
e
l
earni
n
g
e
nvi
r
o
nm
ent
and m
obi
l
e
l
earni
n
g
e
nvi
ro
nm
ent
t
h
at
been i
n
t
r
o
duc
ed by
Ly
y
t
i
n
en & Yo
o, [
1
3]
t
o
get
a hi
gh l
e
vel
of e
m
beddeness
a
n
d hi
g
h
l
e
vel
o
f
m
obi
l
i
t
y
. In ad
di
t
i
on, t
h
e st
ud
y
by
C
a
sey
[1
0]
su
pp
o
r
t
s
t
h
e
defi
ni
t
i
on t
h
at
i
n
t
r
od
uce
d
by
O
g
at
a & Ya
no
[
1
4]
by
f
o
rm
ul
at
ed t
h
e
de
fi
ni
t
i
on
o
f
ubi
qui
t
o
us l
e
a
r
ni
ng
by
c
o
m
b
i
n
i
ng t
h
e
i
n
t
e
grat
i
o
n
of
e-l
ear
ni
n
g
e
nvi
ro
nm
ent
w
i
t
h
m
obi
l
e
l
e
arni
n
g
en
v
i
ron
m
en
t. Howev
e
r, th
e
term
u
b
i
q
u
itous learn
i
n
g
environ
m
en
t th
at's
b
e
en
u
s
ed
in bo
th
d
e
fin
ition
s
is
con
f
usi
n
g bec
a
u
se t
h
e t
e
rm
s
of
u
b
i
q
ui
t
ous
l
earni
ng a
n
d u
b
i
qui
t
o
us l
ear
ni
ng e
n
vi
r
onm
ent
s
con
v
ey
a di
f
f
ere
n
t
m
eani
ng.
U
b
i
qui
t
o
us l
ear
ni
ng e
n
vi
ro
nm
ent
i
s
charact
e
r
ized by
ubi
quitous learni
ng cha
r
acteristics [15]
mean
wh
ile
ub
iq
u
itou
s
learn
i
ng
is ch
aracteri
zed
b
y
th
e ub
i
q
u
itou
s
env
i
ron
m
en
tin
learn
e
rs su
rro
und
ing to
g
e
t
the content from anytim
e and anywhere
[
16]. From
here, i
t
can be classified
th
at ub
iqu
i
to
u
s
learn
i
ng
sh
ou
ld
be i
m
pl
em
ent
e
d i
n
t
h
e
u
b
i
q
ui
t
ous
l
ear
ni
n
g
e
n
vi
r
onm
ent
.
The m
o
st accepted
de
finition of ubiq
uitous
learning is “a
nywhe
re
a
n
d anyti
m
e”. The
definition i
s
t
r
y
i
ng t
o
re
pre
s
ent
a l
earni
n
g
envi
r
o
n
m
en
t t
h
at allo
ws th
e learn
e
rs to
access th
e k
nowled
g
e
con
t
en
t u
s
ing
m
o
b
ile d
e
v
i
ces v
i
a
wireless or in
tern
et con
n
ectio
n
i
n
an
ytime an
d an
y
w
here.
Ho
wev
e
r t
h
e
d
e
fi
n
itio
n is qu
ite
b
r
o
a
d
and
it
mig
h
t
b
e
a co
nfusin
g
term
fo
r
no
v
i
ce resear
cher. A m
o
re fo
cu
s d
e
fin
ition
of ub
iqu
ito
us learn
i
n
g
sh
ou
l
d
fo
cus o
n
u
tilizatio
n
o
f
ub
iqu
ito
us co
m
p
u
tin
g
tech
no
log
i
es
in
t
o
th
e
learn
i
ng
en
v
i
ron
m
en
t
wh
ich
em
phasi
zes t
h
e use o
f
sens
o
r
t
echn
o
l
o
gy
.
Furt
herm
or
e,
with the enha
ncem
ent
o
f
wi
reless co
mm
u
n
icatio
n
Pervasive
Learni
ng
Ubi
qui
t
ous
Learni
ng
Deskt
op-
C
o
m
put
er
Assisted
Learni
ng
Mo
b
ile
Learni
ng
Hig
h
Hig
h
Low
Low
Lev
e
l o
f
m
o
b
ility
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
250
2-4
7
5
2
I
ndo
n
e
sian
J Elec Eng
& Com
p
Sci, V
o
l. 11
,
No
.
1
,
Ju
ly
20
18
:
1
75–
181
17
8
t
echn
o
l
o
gy
t
o
get
h
e
r
wi
t
h
t
h
e adva
ncem
ent
of c
o
m
put
i
ng t
ech
nol
ogy
no
wa
day
s
hel
p
s o
u
t
t
o
s
u
p
p
o
r
t
t
h
e
expa
nsi
o
n
i
n
u
b
i
q
ui
t
o
u
s
c
o
m
put
i
n
g t
h
at
ca
n
su
pp
o
r
t
u
b
i
q
ui
t
ous
l
earni
ng
[
16]
.
Fi
nal
l
y
, ubi
q
u
i
t
ous l
ear
ni
ng
can al
so
be
d
e
fi
ne
d as a
ne
w l
ear
ni
n
g
pa
r
a
di
gm
t
h
at
pr
om
i
s
i
ng t
h
e
l
earner
s
t
o
l
e
a
r
n at
a
n
y
t
im
e and
any
w
he
re
usi
n
g t
h
e be
nefi
t
o
f
ubi
qui
t
ous c
o
m
put
i
n
g [
1
7-
1
9
]
.
To
av
oi
d
m
i
sconcept
i
o
n
of researc
h
e
r
i
n
det
e
rm
i
n
i
ng t
h
e defi
ni
t
i
on of
ubi
qui
t
o
u
s
l
earni
n
g
t
h
at
usi
ng t
h
e t
e
r
m
s of
“an
yti
m
e an
d
an
ywh
e
r
e”
w
ith
“learn
i
ng
u
s
i
n
g
ub
iqu
ito
us
co
m
p
u
tin
g
tech
no
log
y
”, a st
u
d
y
th
at co
nducted
b
y
[
1
7
]
p
r
o
p
o
s
e
a n
e
w
d
e
f
i
n
itio
n
w
h
ich
u
b
i
qu
ito
us lear
n
i
ng
is a lear
n
i
n
g
p
a
r
a
d
i
g
m
w
h
ich
h
a
pp
en
s
th
ro
ugh
ubi
quitous c
o
m
puting environm
ent that
enables learni
ng
happe
n
s in t
h
e
ri
ght thing at the ri
ght
place and tim
e
i
n
t
h
e ri
g
h
t
wa
y
.
Ho
weve
r, a
s
m
e
nt
i
oned
b
y
Hwan
g
[
2
0]
, t
h
ere i
s
no cl
e
a
r defi
ni
t
i
on
o
f
u
b
i
q
ui
t
ous l
e
arni
ng
because of lea
r
ni
ng e
n
vironment chan
ge
quickly over t
h
e tim
e
. The assu
m
p
tion that
can be m
a
de is m
a
n
y
research
ers
h
a
v
e
d
i
fferen
t
v
i
ews i
n
d
e
fin
i
ng
th
e d
e
fin
ition
o
f
ub
iqu
itous learn
i
n
g
. Th
erefo
r
e, th
e ub
i
q
u
itou
s
l
earni
n
g
de
fi
n
i
t
i
on need
s t
o
be cl
ari
f
i
e
d
befo
re
app
l
yin
g
th
e term
s
in
to
th
e res
earch to avoi
d any
misco
n
cep
tion
.
In
th
e fo
llowin
g
d
i
scu
ssi
o
n
th
e
d
e
fi
n
itio
n of
u
b
i
q
u
itou
s
learn
i
n
g
sh
all
focu
s
on
th
e learni
ng
t
h
at
hap
p
en
s i
n
any
t
im
e and any
w
he
re i
n
a ri
ght
way
w
i
t
h
a ri
ght
co
nt
ent
usi
ng u
b
i
qui
t
o
us com
put
i
n
g
tech
no
log
y
to
d
i
stin
gu
ish it fro
m
th
e earlier
b
r
o
a
d
e
r
d
e
fin
itio
n
.
2.
2. Ch
ar
acter
i
sti
c
s
o
f
Ubi
q
u
i
tous
L
e
ar
ni
n
g
Th
e ub
iqu
itous learn
i
ng
env
i
ro
n
m
en
t is
an
in
tegrated
en
v
i
ron
m
en
t t
h
at in
vo
lv
ed
all k
i
n
d
s
of
resources that
consist of
phys
i
cal, virtual,
place, de
vi
ces, people, objects and
a
r
tifacts. Although u-lea
r
ni
ng
is
a new learning environm
ent t
h
at attracted the academ
ic
sc
hola
r
s, the
defi
nition a
nd t
h
e characte
r
istics of
u-
learning rem
a
i
n
s unclea
r
[20].
There ha
ve been
m
u
ltiple atte
m
p
ts from academ
ic
scholars to ide
n
tify the
main
ch
aracteristic o
f
u
-
learn
i
n
g
.
Th
e first atte
mp
t to
id
en
tify
u
b
i
q
u
itou
s
learn
i
ng
ch
aracteri
s
tics was b
a
sed
on
h
a
nd
h
e
l
d
co
m
p
u
tin
g
,
Curtis [21] identify thr
ee
c
h
aracteristics of ubi
quitous learning
whic
h are accessibilit
y, i
mmedia
c
y and
perm
anency
.
H
o
we
ve
r, t
h
ese
charact
e
r
i
s
t
i
c
s have
bee
n
ack
no
wl
ed
ge
d by
ot
he
r aut
h
o
r
s i
n
t
h
ei
r st
udy
[
2
2,
23]
.
In the sam
e
ye
ar, Che
n
et al
[24]
i
d
ent
i
f
i
e
s si
x charact
e
r
i
s
t
i
c
s of
m
obi
l
e
learni
ng an
d i
t
has bee
n
ap
pl
i
e
d by
ot
he
r
sch
o
l
a
rs t
o
be part
of u
b
i
q
ui
t
o
u
s
l
ear
n
i
ng
c
h
ar
acte
r
istics. The c
h
ara
c
teristics are urge
ncy of learning
n
eeds, in
itiati
v
e
o
f
k
nowled
g
e
acq
u
i
sition
,
m
o
b
ility
o
f
learn
i
n
g
settin
g
an
d
in
teg
r
atio
n
o
f
in
st
ru
ctio
n
a
l
conte
n
t. The m
o
st adapted characte
r
is
t
i
c
s are i
n
t
e
ract
i
v
i
t
y
of l
earni
ng
pr
ocess a
nd si
t
u
at
i
ng
of i
n
st
r
u
ct
i
ona
l
activ
ities.
On t
h
e ot
he
r
han
d
,
Og
at
a & Ya
no [
2
2]
expa
n
d
ed t
h
e charact
e
r
i
s
t
i
c
s of
ubi
qui
t
o
us l
earni
ng t
h
at
'
s
b
een
i
n
tro
d
u
c
ed
b
y
Curtis b
y
con
s
id
ering
th
e lear
n
e
r’s
m
o
b
ility in
th
e n
e
w ch
aracteristics with
in
th
e
em
bedde
d c
o
m
put
i
ng en
vi
r
onm
ent
s
. The
new a
d
di
t
i
onal
cha
r
act
eri
s
t
i
c
s are i
n
t
e
ract
i
v
i
t
y
. The
r
ef
ore
,
Bom
s
dorf [23] have
agai
n expande
d
the cha
r
acteris
tics b
y
p
r
op
o
s
i
n
g add
itio
n
a
ll
y ch
aracteristic th
at
co
nsid
eri
n
g
the fu
nctio
n
th
at
th
e learn
e
rs
get th
e rig
h
t
k
n
o
wl
e
dge at
an
y
w
he
re an
d an
y
t
im
e wi
t
h
t
h
ei
r ow
n
co
nv
en
ien
c
e. Th
e
n
e
w ch
aract
eristic th
at
h
a
s
b
een pro
p
o
s
ed
is ad
ap
tab
ility.
In pre
v
ious res
earch,
Hwang et
al
[2
5
]
fo
und
th
at th
e ch
aracteristics o
f
ub
iqu
ito
us learnin
g
sh
ou
l
d
foc
u
s m
o
re on context awa
r
enes
s and adaptation usi
n
g
m
obi
l
e
t
echn
o
l
o
gi
es. The a
u
t
h
ors
pr
o
pos
ed t
h
e
ch
aracteristics o
f
ub
iqu
ito
us l
earn
i
n
g
i
n
referen
ce t
o
th
e d
e
fin
itio
n of
u
b
i
qu
ito
us learn
i
ng. Th
e ch
aracteristics
of
u
b
i
q
ui
t
o
us l
earni
ng
t
h
at
be
en i
n
troduces i
s
context
awa
r
eness. T
h
ese c
onte
x
t a
w
are
n
e
ss cha
r
acteristi
cs also
su
ppo
rted
b
y
Ch
iu
et al [2
6
]
wh
en
th
ey id
en
tified
th
at
contex
t awaren
ess n
eed
to
b
e
u
tilizin
g
with
ub
iqu
ito
us
com
put
i
ng t
e
c
h
n
o
l
o
gi
es i
n
l
earni
ng
en
vi
r
o
nm
ent
so
that
the learners
can inc
r
ease t
h
eir m
o
tivation a
n
d
p
e
rf
or
m
a
n
ce in pr
o
cess
o
f
r
e
triev
i
n
g
th
e
know
ledg
e.
Fin
a
lly, Yah
y
a, Ah
m
a
d
& Jalil [1
7
]
p
r
opo
sed
n
e
w ch
aracteristics o
f
u
b
i
q
u
itou
s
learn
i
ng
fro
m
th
e
com
b
ination
of the
re
fere
nc
e to
othe
r re
s
earche
r
s'
id
eas. Th
ey fo
und
o
u
t
t
h
at situ
atio
n
a
l
of in
st
ructio
n
a
l
activ
ities, ad
aptab
ility an
d
sea
m
less l
earn
i
ng
ch
aracteristics are
p
a
rt of
co
n
t
ex
t awaren
ess
ch
aracteri
s
tic. In
analysis that have be
en m
a
de, cha
r
acteristics that bee
n
pr
opos
ed
by them
is
m
o
re com
p
rehensive.
It also be
e
n
agree
d
by Zol
k
efley et al., [19] and
they also propose
d
the sam
e
chara
c
te
ristics as [1
7
]
in
th
eir work
.Th
e
characte
r
istics are accessi
bilit
y,
context a
w
areness, immediacy,
interactivi
t
y and
pe
rm
anancy.
Based on thos
e characteristics of the re
fe
rence
of sev
e
r
a
l
aut
h
o
r
s, a com
p
ari
s
on
of
ubi
q
u
i
t
o
u
s
l
earni
n
g
par
a
di
gm
charact
eri
s
t
i
c
s i
s
gi
ve
n i
n
Tabl
e2
.
Tabl
e
2. C
o
m
p
ari
s
o
n
of
U
b
i
q
ui
t
o
u
s
Lea
r
ni
n
g
Pa
ra
di
gm
C
h
aract
eri
s
t
i
c
s
Evaluation Warning : The document was created with Spire.PDF for Python.
In
d
onesi
a
n
J
E
l
ec En
g& C
o
m
p
Sci
ISS
N
:
2
5
0
2
-
47
52
Evol
ut
i
o
n
of
L
e
ar
ni
n
g
E
n
vi
ro
nme
n
t
:
A Revi
e
w
of
U
b
i
q
ui
t
o
us
Lear
ni
ng
Pa
r
adi
gm
…
(
Z
ur
ai
nee Mo
h
d
T
a
hi
r)
17
9
Charact
erist
ics
Aut
h
ors
Accessibility
Curtis et
al 2002
- Ogata
&
Yano
2004
Bo
m
s
dor
f
2005
- -
Yah
y
a,
Ah
m
a
d &
Jalil, 2010
Zolkefley
et al 2015
Actively
pr
ovides
per
s
onalization
-
-
-
-
-
Ch
iu
et al
2008
- -
Adaptability
Curtis
et
al 2002
- Ogata
&
Yano
2004
Bo
m
s
dor
f
2005
Hwang et
al 2008
Chiu et al
2008
- -
Context
Aw
areness
- -
-
-
Hwan
g
et
al 2008
Chiu et al
2008
Yahya,
Ah
m
a
d &
Jalil, 2010
Zolkefley
et al 2015
I
m
m
e
diacy
Curtis et
al 2002
- Ogata
&
Yano
2004
Bo
m
s
dor
f
2005
- -
Yah
y
a,
Ah
m
a
d &
Jalil, 2010
Zolkefley
et al 2015
I
n
tegr
ation of
instructional
activity
-
Chen et al
2002
- -
-
-
-
-
Interactivity
-
Chen et al
2002
Ogata &
Yano
2004
Bo
m
s
dor
f
2005
-
Chiu et al
2008
Yahya,
Ah
m
a
d &
Jalil, 2010
Zolkefley
et al 2015
Initiative of
knowledge
acquisition
-
Chen et al
2002
-
-
-
Ch
iu
et al
2008
- -
L
ear
ning
co
mm
unity
-
-
-
-
-
Ch
iu
et al
2008
- -
Mobility of
lear
ning settings
-
- -
-
- -
-
-
Per
m
anency
Curtis et
al 2002
- Ogata
&
Yano
2004
- -
-
Yah
y
a,
Ah
m
a
d &
Jalil, 2010
Zolkefley
et al 2015
Sea
m
less
lear
ning
- -
-
-
Hwan
g
et
al 2008
Chiu et al
2008
- -
Self
-regulated
lear
ning
-
-
-
-
-
Ch
iu
et al
2008
- -
Sit
u
at
ing of
instructional
act
i
vit
y
-
Chen et al
2002
Ogata &
Yano
2004
Bo
m
s
dor
f
2005
-
Chiu et al
2008
- -
Ur
gency
of
lear
ning needs
-
Chen et al
2002
-
-
-
Ch
iu
et al
2008
- -
After an
alyzing
th
e tab
l
e, it
is o
b
v
i
ou
s t
h
at th
er
e
ha
ve 6
m
a
jor c
h
a
r
act
eri
s
t
i
c
s (b
ol
d t
e
xt
) t
h
at
a
r
e
considere
d
as
major c
h
aracte
r
istics of
u
b
i
q
ui
t
o
u
s
l
earni
n
g
.
Furt
herm
ore,
by
refer
r
i
n
g t
o
Tabl
e 1
,
i
t
can be
seen t
h
at seve
ral authors
use
the sa
m
e
characteristic in their resea
r
ch.
T
h
e c
h
aracte
r
istics that succe
s
s
fully
identified a
r
e
accessibility,
conte
x
t aw
areness, imm
e
di
acy, interactivity
, perm
anency and situating
of
in
stru
ction
a
l activ
ities. Howev
e
r, sev
e
ral research
er
s ag
ree th
at situ
atin
g
of in
stru
ctio
n
a
l activ
ities
ch
aracteristics is p
a
rt o
f
con
t
ex
t aw
aren
ess ch
aracteristics.
Th
e aim o
f
th
e situ
atin
g
o
f
instru
ction
a
l activ
ities
i
s
t
o
se
nse l
e
a
r
ner
’
s
p
h
y
s
i
cal
envi
ro
nm
ent
and
t
h
ei
r
be
ha
vi
ors
d
u
r
i
n
g t
h
e
l
earni
ng
p
r
oc
es
s w
h
i
c
h
i
t
i
s
sh
ared
a
sam
e
aim
as
conte
x
t a
w
are
n
ess c
h
a
r
acteristics. Both
of cha
r
acteristics aim
to
sens
e l
earne
r’
s
be
havi
or
i
n
cl
ude
s i
d
e
n
t
i
f
i
e
d l
e
a
r
ne
r’s
pri
o
r
k
n
o
w
l
e
d
g
e, c
u
rre
nt
l
o
c
a
t
i
on,
l
earni
ng
g
o
al
s, l
e
a
r
ni
n
g
st
y
l
e an
d
l
earne
r’
s
in
terest. Basically, situ
atin
g
o
f
in
stru
ction
a
l activ
ities a
n
d
con
t
ex
t awaren
ess is related
to
m
o
b
ile syste
m
s th
at
u
s
ing
ub
i
q
u
itou
s
co
m
p
u
ting
t
ech
no
log
y
in
prov
id
i
n
g
app
r
op
riate learn
i
ng
su
ppo
rt th
at
will b
e
ab
le to
enh
a
n
ce
interaction a
nd comm
unication bet
w
een lea
r
ners a
n
d ed
uc
ators
during their teach
ing a
nd lea
r
ni
ng
process
i
n
si
de a
n
d
out
s
i
de t
h
e cl
ass
r
o
o
m
.
Accessib
ility, co
n
t
ex
t awaren
ess, imm
e
d
i
a
c
y, in
ter
activ
ity an
d
p
e
rm
an
en
cy are id
en
tified
as
m
a
j
o
r
ch
aracteristics o
f
ub
iqu
ito
us learn
i
ng
p
a
rad
i
g
m
, h
o
we
v
e
r,
we agree that ad
ap
tab
ility
sho
u
l
d
b
e
a
maj
o
r
charact
e
r
i
s
t
i
c
s of
ubi
qui
t
o
us l
earni
ng
para
di
gm
t
h
at
di
ffere
nt
i
a
t
e
ubi
q
u
i
t
o
us l
ear
ni
n
g
fr
o
m
t
h
eprevi
ou
s wo
rk
.
In
a ub
iqu
itous learn
i
ng
environ
m
en
t, th
e
maj
o
r issu
e is the environment expe
ct
ed
to
prov
id
e th
e rig
h
t
co
n
t
en
t, in a
rig
h
t
way an
d at th
e
righ
t ti
m
e
to
th
e learn
e
rs. Ad
ap
tab
ility can
b
e
d
e
fi
n
e
d
as th
e ab
ility o
f
the
syste
m
to be change or nee
d
to cha
nge a
nd filtere
d according to any circum
stan
ces. Being able to adapt
m
u
ltiple contents and c
h
ange
accordi
n
g to devices are
the
im
portant context for c
h
arac
terising the ne
eds
of
t
h
e sy
st
em
i
n
pro
v
i
d
i
ng t
h
e l
earne
rs wi
t
h
a ri
ght
co
nt
ent
,
i
n
a ri
ght
way
an
d at
t
h
e ri
ght
t
i
m
e [26]
. To su
pp
o
r
t
o
u
r claim
ab
o
v
e an
d to
fo
cu
st
h
e
d
e
fin
ition
of ub
iqu
itou
s
learn
i
n
g
t
h
at sh
all fo
cus on
learn
i
ng
th
at
h
a
ppen
s
in
any
t
im
e and any
w
here i
n
a ri
ght
way
wi
t
h
a ri
g
h
t
c
ont
e
n
t
usi
n
g
ubi
qui
t
o
us c
o
m
put
i
ng t
echn
o
l
o
gy
, a
com
p
ari
s
on
bet
w
een
l
ear
ni
n
g
evol
ut
i
o
n
b
a
se
d
on
t
h
e
ne
w c
h
aract
eri
s
t
i
c
s i
s
gi
ven
i
n
Ta
bl
e 3
bel
o
w:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
250
2-4
7
5
2
I
ndo
n
e
sian
J Elec Eng
& Com
p
Sci, V
o
l. 11
,
No
.
1
,
Ju
ly
20
18
:
1
75–
181
18
0
Tabl
e 3.
C
o
m
p
ari
s
o
n
of
l
earni
ng
ev
ol
ut
i
o
n b
a
sed o
n
u-l
ear
n
i
ng pa
radi
gm
charact
eri
s
t
i
c
s
New Pr
oposed
Characteristic
Traditional
L
ear
ning
e-
lear
ning Blended
lear
ning
M
-
lear
ning
U-
lear
ning
Accessibility
Using
chalk
and boar
d
only
.
Access uses
co
m
puter networ
k.
Access uses
co
m
puter networ
k.
Access uses wi
rele
ss
networ
ks.
Access uses
ubiquit
ous
co
m
puting
technology
.
Adaptability No
database
or sy
ste
m
.
Learners
learn
at t
h
e
r
i
ght tim
e
.
Learners
learn
at
the r
i
ght way.
Learners
learn
at t
h
e
r
i
ght way in a
r
i
ght
place.
Learners
learn
at
the r
i
ght way with
a r
i
ght content in a
right place.
Context
Awareness
No database
or sy
ste
m
.
T
h
e sy
ste
m
cannot
sense the learner
envir
o
n
m
ent
The sy
ste
m
under
s
tands the
m
a
te
rial that
lear
ner
’
s
want by
accessing the
database.
By acc
essing the
database, the sy
st
e
m
under
s
tands the
learner’s
situation,
but it is cannot sense
the learner
’
s locati
on.
By acc
essing the
database,
the
sy
ste
m
can
sense
the learner
location,
per
s
onal
and situation usin
g
ubiquit
ous
co
m
puting
technology
.
I
m
m
e
diac
y
The
inform
a
tion
given in the
classroo
m
only
.
L
ear
ner
s
never
get
the inform
ation
i
m
m
e
di
ately.
Learners
can get
the inform
ation in
anyti
m
e
.
Learners
get the
inform
a
tion
im
m
e
diately,
but the
environ
m
ent is
li
m
ited because it
i
s
using specific
m
obile
devices.
Learners
get the
inform
a
tion
i
m
m
e
di
ately when
they want it
.
Interactivit
y
Interaction
only in the
classroo
m
.
Learner
’
s inter
acti
on
is very
li
m
i
t
e
d.
Learner
’
s
interaction is quite
li
m
ited.
Learners
can inter
a
ct
with anyone in a
specif
i
ed learning
envir
o
n
m
ent.
Learners
can
interact with
anyone at anyti
m
e
and any
w
her
e
and
not li
m
ited to the
specif
i
ed learning
envir
o
n
m
ent.
Per
m
anenc
y
No
per
m
anency
criteria
.
Learners
can lose
th
eir wo
rk
if
so
m
e
thing happens to
the devices.
Learners
can lose
th
eir wo
rk
if
so
m
e
thing
happens to the
devices.
L
ear
ner
s
m
a
y
lose
th
eir wo
rk
if
so
m
e
thing happens
towards the
m
obile
devices.
Learners
can never
lose their work
unless it is being
deleted.
3.
CO
NCL
USI
O
N
The ad
va
ncem
ent
of
wi
rel
e
s
s
and se
ns
or t
echn
o
l
o
gi
es b
r
i
ngs t
h
e ra
pi
d
pr
og
ressi
ve e
vol
ut
i
on
of
learn
i
ng
env
i
ro
n
m
en
t fro
m
t
r
ad
ition
a
l learn
i
ng
to
ub
iq
u
ito
u
s
learn
i
n
g
en
v
i
ron
m
en
t. Th
e ub
iqu
itou
s
learni
ng
envi
ronm
ent will becom
e
a tr
end in
fut
u
re l
earni
ng
para
di
gm
. It offers e
a
sy approac
h
for learners to access
learn
i
ng
system
u
s
in
g
an
y
dev
i
ce at an
ytime an
d
fro
m
e
v
ery
w
h
e
re at t
h
eir own
co
nven
i
en
ce. Th
e defin
itio
n,
ch
aracteristics an
d
t
h
e ev
i
d
en
t
o
f
u
b
i
q
u
itou
s
l
earn
i
n
g
p
a
ra
d
i
g
m
th
at can
su
p
port learn
i
ng
in
a b
e
tter way
s
will
bene
fi
t
n
o
v
i
ce
ubi
qui
t
o
us
l
ear
ni
n
g
a
d
v
o
cat
es
by
pr
ovi
di
n
g
a g
u
i
d
e t
o
e
n
a
b
l
e
t
h
e
resea
r
c
h
er
i
n
u
nde
rst
a
ndi
ng
th
e con
c
ep
ts an
d criteria th
at
n
e
ed
ed in
ub
iq
u
itou
s
lear
ni
ng re
searc
h
.In orde
r to succe
ss
in learning, le
arne
rs
n
eed su
ppo
rtive env
i
ro
n
m
en
t th
at co
llab
o
rate th
em
in
efficient ways.
T
h
ere
f
ore,
the t
echnology
pla
y
s an
im
port
a
nt
rol
e
i
n
su
p
p
o
r
t
i
n
g
ubi
qui
t
ous l
e
arni
ng a
n
d a
p
r
o
p
er t
e
c
h
nol
o
g
y
co
nfi
g
u
r
at
i
on t
o
obt
ai
n
l
earni
ng
in
fo
rm
atio
n
is
a
m
u
st. Fu
rth
e
r in
v
e
stig
ations o
f
th
e ub
iqu
ito
u
s
learn
i
ng
en
v
i
ron
m
en
t with
a p
o
ssib
l
e fo
cus to
in
teractio
n process in
learn
i
ng
an
d requ
iremen
ts
p
l
atform
of t
ech
n
o
l
o
gi
es
i
n
u
b
i
q
ui
t
o
us l
earni
ng
en
vi
r
o
nm
ent
are s
u
ggeste
d.
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