A key step to understanding paradigm shifts in e-learning: towards context-aware ubiquitous learning

Introduction Electronic learning (e-learning) has become widely accepted in both entirely online learning environments and in blended learning contexts (Mayadas, Bourne & Bacsich, 2009). In a broad sense, e-learning is used to describe the way people use an electronic device (usually a computer) with learning technology (LT; Rushby & Seabrook, 2008) to develop new knowledge and skills individually or collaboratively. Mobile devices with LT, such as PDAs, smart phones and portable computers, constitute various forms of wireless environments that foster two-way, real-time communications among users, as well as between the user and their context, and can have many functions to promote mobile learning (m-learning; Rushby, 2005). Since the early 2000s, new forms of mobile technology containing additional sensor devices have been providing new directions for technology-assisted learning, and this has led to context-aware ubiquitous learning (u-learning; Hwang, Wu & Chen, 2007; Yang, 2006), which enables users to interact and learn with sensors and radio frequency identification (RFID) embedded objects in their surroundings (Curtin, Kauffman & Riggins, 2007). Context-aware ubiquitous technology is continuing to develop and spread, and its applications have begun to influence learning in various fields and disciplines (de Jong, Specht & Koper, 2008).