This update explores the relationship between blended learning and ubiquitous learning. It concludes that blended learning cannot be said to be ubiquitous learning because of the traditional classroom elements inherent in blended learning, and that instead, it is a form of semi-ubiquitous learning. 

Ubiquitous Learning

The traditional model of classroom teaching has a limited scope in terms of space and time, ie. the amount of space available to accommodate students and how much time can be allocated to a specific subject within that space. Ubiquitous Learning ("UL") is not bound by these limitations in the same context.

Limitations on time and space within an Ubiquitous Learning module

Arguably, UL still has some time-based and spatial constraints. For example, the delivery mechanisms by which learning is delivered (eg. video lectures) may be bound by time constraints; and deadlines continue to impose some sort of time-based limitation on students. UL allows the student to interact with material at their own pace and 'in their own time' so long as they meet the deadlines (which enforce student accountability for their own work.)

In terms of spatial limitations, the only real limitation to students accessing information within a blended learning UL module is their:

a) access to the internet;

b) access to the blended learning program, which may require a user name and password, and may have required some level of tuition to be paid in order to gain access to the program itself.

Blended Learning

Blackboard, a provider of education technology, describes blended learning as:

Blended learning combines online and face-to-face learning and engages learners with personalized lessons.

The Ministry of Education of the Government of Ontario (Canada) explains blended learning in the following way:

"Blended learning uses the tools of [a] learning management system (LMS) to teach and support learning in a face-to-face class."

Blended learning allows for classroom teaching to be supplemented by online learning. Blending learning systems can allow for teaching institutions to provide students with out-of-class lectures, assignments, tests, and supplementary materials so that students can work at their own pace, provided they can meet the deadline. (Source: personal experience using blended learning systems.)

The Tesla Academy uses this image to explain the concept:

Multiple learning institutions use blended learning as a way to impart some educational concepts and allow students to interact with the material that they are meant to consume. For example, driving schools such as the Young Drivers of Canada ("When a student enrols in a YD course, they receive in-car, in-class and online training to learn how to drive."); universities such as The University of the West of England, which utilizes the Blackboard education technology; and public School Boards such as the Durham District School Board utilize Moodle.

Fundamentally, because blended learning requires the use of the ‘bricks & mortar’ classroom, and time-based and spatial limitations that come with the classroom learning environment, it cannot be said to be an ubiquitous learning environment.

Instead, it is arguably semi-ubiquitous. This is because the materials, practice tests and exams and assessments that can be completed using the online interface, allows students to go at their own pace, provided they meet their deadlines.

Purely online courses that simply disseminate information, through video lectures and texts may qualify as ubiquitous learning because they transcend the time-based and spatial limitations of the ‘bricks-and-mortar’ classroom. However, the lack of a teacher with whom to interact and who can facilitate/steer group conversations may render purely ubiquitous learning less enriching than blended learning. Thoughts?

* All sources hyperlinked or credited in parentheses.