No Timetable, No Classroom

One of the innovative learning strategies that is in accordance with the principles of learning is ubiquitous learning (u-Learning). The aim of u-Learning is to make students learn according to their learning styles by giving adequate information anytime and anywhere according to their needs (Yahya, et all, 2010). Ubiquitous learning combines authentic learning environments, digital resources, mobile devices, and wireless networks, based on students’ personal demands (Suartama et all, 2021).

The concept of ubiquitous learning is strongly focuses on two basic approaches; through individual and independent exploration of various learning resources available in an unrestricted environment and through social interaction with various parties who have direct or indirect relevance to the knowledge learned. Simply, a generic u-learning scenario (shown in Fig1) is triggered by the user (who she is and what is her context) and starts with user’s learning needs, her learning goal, and her learning objectives. (Vladoiu, 2012)

 Fig1. U-learning scenario in ubiquitous learning environments (Vladoiu, 2012)

Mobility, adaptability, accessibility, interactivity, interoperability, immediacy, permanency, pervasiveness, context awareness are principles of mobile u-learning. (Suartama, 2021)

Moodle (“Modular Object-Oriented Dynamic Learning Environment”) platform can be used as the ubiquitous learning system (Suartama, 2020). Moodle, a Learning Management System/LMS, has become a term that is synonymous with software packages designed to help educators create quality online learning.

Self-regulated learning is one of the characteristics of students in ubiquitous learning. This ability is the combination of control, organization and planning. It involves physical, cognitive, motivational, emotional, and social elements (Suartama, 2021). According to some studies, in learning environments such as technology-based learning/online learning self-regulated learning skill is the key for learning success.

Due to lack of support from teachers, student’s self-regulated learning becomes more important in ubiquitous learning than a face-to-face environment. The student should be more proactive and self-regulated in an online environment because of the high peer interaction and collaboration without the help of the instructors. The students need to control themselves more and more to complete tasks and improve their skills. (Suartama, 2021)

References,

Yahya, S., Ahmad, E. A., & Jalil, K. A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development Using Information and Communication Technology, 6(1), 1–12. https://doi.org/10.1098/rs tb.1971.0019

Suartama I.K., Setyosari P., Sulthoni S. Ulfa S., Yunus M., Sugiani K. A. (2021) Ubiquitous Learning vs. Electronic Learning: A Comparative Study on Learning Activeness and Learning Achievement of Students with Different Self-Regulated Learning, International Journal of Emerging Technologies in Learning (iJET), 16(3), 36-56. https://doi.org/10.3991/ijet.v16i03.14953

Suartama, I. K., Setyosari, P., Sulthoni, S., & Ulfa, S. (2020). Development of Ubiquitous Learning Environment Based on Moodle Learning Management System. International Journal of Interactive Mobile Technologies (IJIM), 14(14), 182–204. https://doi.org/10.39 91/ijim.v14i14.11775