| While there were many innovations within the 20th century, the internet, its applications, and the interconnectedness between devices and applications revolutionized academia. For example, distance learning opportunities emerged as a major practice among post-secondary institutions due of the advent of the internet. Yet, despite the dynamic powers of the internet, researchers argue that distance learning tools lack interaction and facilitation of meaningful experiences. Instead of augmentation of these systems, attention is diverted to enrollment and retention. This study examined the experiences of instructors and learners in traditional environments and enhanced, ubiquitous online learning environments. The results indicated that formal text-based, asynchronous online learning environments are counterproductive to constructive and dynamic forms of learning and interaction. While asynchronous environments (e.g., Blackboard and Moodle) were accepted by early online learning communities as convenient and flexible, they are rejected by contemporary users who prefer more immediate forms of interaction. The study revealed that online learners feel overly burdened and less satisfied with their learning experiences than offline learners. Further, respondents indicated that relationships formed online are less authentic than those formed offline. These findings provided a basis for a recommendation to merge the cloud, mobile applications, and ubiquitous environments into a unified learning space. An amalgamation of tools in online learning environments will provide synchronous means in which online educators could potentially (a) avoid frustrations, (b) enhance the quality of teaching and learning online, (c) empower students to conduct their own inquiries, and (d) assume more active roles during instruction. |
