Basic Theory of Lifelong Learning Spaces in a Highly Networked Society

Abstract

In this chapter, the necessity of broadening the concept of education through a lifelong learning lens is emphasized, proposing a new, learner-centric theoretical framework for educational spaces. This shift requires a fundamental reevaluation of the relationship between education and learning, prompting a significant transformation in modern educational thinking. Primarily, it is proposed that the learner’s world comprises five layers: absence of learning, unintentional learning as a result, intentional learning activities, receiving education, and being taught. Secondly, in a highly networked society’s lifelong learning context, a comprehensive framework should be derived spatiotemporally, encompassing four types: Here-Now, Here-Anytime, Anywhere-Now, and Anywhere-Anytime. Corresponding teaching spaces are thus categorized as the Classroom Gathering Model, On-Site Learning Model, Live Broadcasting Model, and Message-Leaving Model. Contrasting “Stage Teacher” with “Studio Teacher,” four teaching styles emerge: Stage Actor, Tour Guide, Announcer, and Film Actor. The potential for instructional concepts to coexist in hybrid forms is best considered using the attributes of Here-Now, Online-Now, and On-Demand. Thirdly, the advent of metaverse spaces powered by virtual reality technology has created novel learning environments. Within the Another-Here Now and Another-Here Anytime types, learners can engage in learning activities, receive education, and participate in self-expression and interaction.

1. Introduction

When discussing education, the prevalent image is often that of a teacher educating students in a traditional classroom setting. Similarly, the concept of learning spaces for children is frequently confined to this traditional classroom setting, reinforcing the idea that educational activities should occur within these four walls. However, in the Information and Communication Technology (ICT) era, such a narrow view of educational spaces appears increasingly outdated. Upon closer examination, we find that these conventional views are not only fundamentally flawed but also obstructive to progress, as evidenced by the emergence of online learning and other innovative educational methods. This chapter aims to challenge these entrenched perceptions and argues for the development of a new, universally applicable basic theory, one that remains relevant and effective in our rapidly evolving advanced information society.

2. Introductory understanding of lifelong learning

As is widely known, lifelong education is an educational ideal that has developed around the core idea proposed by Paul Lengrand at the UNESCO International Commission on the Advancement of Adult Education in 1965 [1]. Before rushing to discuss the future of lifelong learning, it is important to reaffirm the most essential points of understanding regarding lifelong learning.

2.1 Lifelong education and learning

A fundamental premise in discussions about lifelong education and learning is the need to move beyond the traditional concept of education, predominantly embodied by formal school-based education. Initiating this requires an expansion of the categories encompassed by the notions of learning and education.

Firstly, re-evaluating the term lifelong from a temporal perspective reveals that learning and education extend beyond early life stages and are pertinent throughout one’s lifetime. Based on the concept that education continues from birth until death, it becomes essential to consider every individual—from young children to adolescents, middle-aged adults, and seniors—as potential learners within this expansive framework. After completing the initial stages of formal education, the nature of further education and ongoing learning processes in all aspects of living becomes a critical topic of discussion.

Secondly, in expanding the meaning of lifelong from a spatial theory perspective and considering the entire living space, it is evident that educational and learning environments are not confined to schools but also include homes, workplaces, local communities, and online realms. In striving for an education system that spans from the cradle to the grave, it becomes imperative to acknowledge that education and learning take place in myriad settings worldwide, permeating every facet of our living spaces. This concept of space encompasses not only the physical dimension but also virtual environments.

Ultimately, lifelong learning demands a substantial leap of imagination to transcend traditional educational boundaries and paradigms, encompassing the full spectrum of our living spaces. Concurrently, the utilization of Information and Communication Technology (ICT) in education and learning is already beginning to de facto dismantle these traditional educational perspectives, extending its reach into the entirety of our daily lives.

2.2 Recurrent education in lifelong learning support

In Japan during the early 1990s, recurrent education was inaccurately perceived as a synonym for adult lifelong learning [2]. This conceptual confusion has persisted up to the 2020s, continuing to be one of the factors that complicate the promotion of lifelong learning policies. To understand the conceptual origins of recurrent education, it is ideal to look at the basic ideas in the 1973 Organization for Economic Co-operation and Development (OECD) report “Recurrent Education: A Strategy for Lifelong Learning” [3]. This report defines recurrent education as an educational policy that encompasses all post-compulsory education. Its key feature is the distribution of education across an individual’s life, interweaving with activities like work, leisure, and retirement.

At least three key aspects of recurrent education emerge from this report. First, it views education as an integral part of an individual’s entire life. Second, it entails a dispersed mix of educational and other activities. Third, recurrent suggests a cyclical repetition of these activities.

This approach differs from the traditional education system, which is typically concentrated in early life. This conventional model, known as the “front-end system,” offers education that ends early in life. In contrast, recurrent education, with its flexible approach, challenges the notion that formal education is solely for the young. Thus, contrasting the “front-end model” with the “recurrent model” is essential in discussing recurrent education system design.

The fundamental principle of recurrent education is full-time attendance in formal schooling. However, part-time recurrent education, originally intended as an exception, now almost exists as an established fact. This presence has led to a diffusion of the concept of recurrent education.

3. Reconsideration of the most fundamental concepts of education

Numerous individuals are, often subconsciously, ensnared by entrenched stereotypes regarding education. In this discourse, it is imperative to re-evaluate and challenge the entrenched beliefs surrounding the core concepts of education, teaching, and learning. Furthermore, predicated on this paradigm shift, this chapter endeavors to present a theoretical framework for a structural comprehension of learning environments.

3.1 Education, teaching, and learning

Careful conceptualization of lifelong learning offers an advantage in theorizing and investigating education. Lifelong learning means going beyond the scope of prolonging the span of school education, and it requires a great leap of imagination to debunk some traditional stereotypes of education [4].

First of all, we must destroy an ambiguous borderline between education and learning, although, so far, “lifelong education” and “lifelong learning” have been very often viewed as being synonymous. The distinction between education and learning is the most fundamental when we discuss the importance of lifelong learning assistance. The subjects of education are educators, including teachers, while the subjects of learning are learners including students. Stressing the most fundamental point in advance, lifelong learning is an idea based less on educators than on learners, necessitating the distinction between educational spaces and learning spaces.

Second, learning is not limited solely to being taught in principle or practice, although many passive learners regard these two concepts as the same. To be sure, being taught something leads mostly to learning it, and not being taught something generally results in not learning it, but being taught does not necessarily lead to learning, and not being taught something does not prevent it from being learned. Taking account of the theoretical feasibility of the last two cases, we discover that being taught is only one means of learning. In reality, human beings have the potential to learn anything by themselves anytime, whether they are working, playing, housekeeping, or studying at school.

Third, we must not conflate education and teaching. Indeed, teaching is one effective method of education, but it is not only a means of assisting learners. On the contrary, not teaching is sometimes more effective than teaching, partly because the former situation compels learners to abandon their passivity, making them independent of educators and promoting self-direction. The need to distinguish between education and teaching necessitates a distinction between the “educator as the subject of education” and the “teacher as the subject of teaching.” Similarly, this distinction results in the conclusion that spatially, educational spaces and instructional spaces do not necessarily align. This is why we must not confine education to the cyclical relationship between teaching and being taught.

3.2 The scheme of learner-based educational theory

In provisional conclusion, we need learner-based educational theory to create, practice, and analyze lifelong learning assistance. We should develop a structural discussion of learners’ opportunity to learn something. Figure 1 exhibits the whole framework, comprising five layers, namely, absence of learning, learning as a result of experience, learning activities, receiving education, and being taught [5].

Figure 1.

Learner-based learning space structure.

As a preliminary argument, we must strictly distinguish between “learning” and “learning activity.” The former concerns learners’ cognition, but the latter concerns learners’ intentional action. The former can exist when a person could have learned something as a result of some experience, regardless of whether the learning process was purposeful, but the latter can exist when a person executes concrete action such as reading books and taking classes, irrespective of whether the learning effect leads to success. In sum, learning activity is defined as intentional in order to actualize the situation for a person to have learned something as a result.

In reality, a human being does not always become a learner, even though he or she might be a learner by nature. It is not until a person can become a learner that he or she comes to learn something. On ground zero, we assume the possible existence of opportunities for someone to learn nothing.

At the first level, a living person becomes a learner as soon as he or she has some lived experience and has thus learned something. There exist opportunities for someone to have learned something as a result. A learner can exist without educators. Learning is not only an intentional activity but also significantly characterized by its incidental nature. It includes both a conscious endeavor and an unconscious process.

At the second level, a person can execute learning activities as intentional acts, and then he or she certainly deserves the name “learner.” Opportunities exist for a learner to practice intentional learning activities. A learner can spontaneously choose the content and methods of learning activities. Just because one engages in enthusiastic learning activities does not necessarily guarantee the achievement of the intended learning outcomes. In this sense, learning as an outcome must be considered separately from the learning activities themselves.

At the third level, a learner can choose to embrace the opportunity of “receiving education,” including schooling, as one of the methods of imparting learning activities. A learner can receive education without being directly taught by someone, such as being endowed with the right to enjoy free access to libraries and museums. Also, receiving education differs from being educated, although very few people including educators can distinguish them. Being educated is an effect by which a learner may be influenced, but receiving education is a choice that a learner can select alone, proactively. In both cases, a learner needs educators in a broader sense, whether consciously or unconsciously. Just because one has the opportunity to receive a superior education does not guarantee that one will be well-educated or achieve higher learning outcomes than expected. However, as an option for learners, pursuing education is both effective and important.

At the fourth level, a learner can choose the opportunity of “being taught” by others, including teachers, as one learning method for receiving education. Indeed, being taught is a passive action, but it is, at the same time, an action that enables a learner to choose independently. If a learner is aware of his or her limitations of self-study, theoretically, he or she can select to be taught by someone, including professional persons, although this situation does not always manifest itself in actuality.

Schematically, a learner’s lifeworld theoretically consists of five layers, as follows: absence of learning, learning as a result of experience, learning activities, receiving education, and being taught. Thanks to this abstract theory, we can reverse our way of thinking by reconsidering the relationships between education and learning. As an implicit premise, learner-based theory is essential and effective for associating lifelong learning promotion.

4. Learning opportunity in an advanced information and communication society

In the modern era, the landscape of information is characterized by its remarkable diversity. We have evolved from traditional mass media such as newspapers, magazines, television, and radio to a digital paradigm where online news sites deliver information in real time. This transformation extends to a variety of media forms, including blogs rich in personal perspectives and social media platforms known for video-sharing capabilities, such as Facebook, Instagram, X (formerly known as Twitter), YouTube, and TikTok. These various media forms have revolutionized the way information is transmitted and consumed.

Amidst this complexity, the task of analysis has become increasingly intricate, presenting significant challenges in classification. However, from the perspective of educational and learning spaces, it seems effective to classify not by the technical differences of the media but by how humans experience what they do through each media. In this sense, the concept of “media experience” becomes key. To avoid remaining at a superficial understanding of the various complexly intertwined phenomena, we need to devise a theoretical framework at a fundamental level that is easily understandable by everyone. This article endeavors to articulate a comprehensive and foundational theoretical proposal tailored for the Information and Communication Technology (ICT) era.

Anthony Giddens, an English sociologist renowned for his structuration theory, encapsulates the phenomenon observed in modern society whereby the advent of standardized time, coupled with revolutionary advancements in communication and transportation, increasingly abstracts time and space, leading to a detachment from physical constraints. He articulates this process as the “separation of time and space” [6]. His profound discussion on the relationship between the self and society ultimately seems to bring to light the need to fundamentally question what “here and now” means. Abraham Harold Maslow, an American humanistic psychologist known for his hierarchy of needs theory, has often emphasized the preciousness of “here and now” as the practical essence of self-actualization [7]. However, in this chapter, it is necessary to refine “here and now” not as a practical concept but as an analytical concept that serves as a benchmark for evaluating social and educational phenomena.

The foundational analytical methodology of this chapter is anchored in the notion of “here and now,” from which the argument progressively unfolds. In a rigorously logical context, the antithesis of now is construed as “not now,” while that of here is defined as “not here.” When abstracted to the highest level and categorized within the framework of spacetime theory, four distinct types can be discerned: “both here and now,” “not now, but here,” “now, but not here,” and “neither here nor now” [8]. Developing the discourse from these categories is deemed more appropriate in the realm of pure theoretical analysis. However, when transitioning this typological theory into a practical application within the concept of living space, it becomes significantly more intuitive and practical to posit anytime in opposition to now, and anywhere against here. Therefore, in this theoretical model designed for structuring and comprehending life scenarios, four categorizations are employed: “here and now,” “anytime, here,” “now, anywhere,” and “anytime, anywhere,” each offering a more accessible and practical approach to understanding.

4.1 Spatiotemporal impact of communication and replication technologies

Walter Benjamin, a renowned German philosopher, argued that a quintessential aspect of human artistic experience was the ability to engage with the work in its unique presence in time and space, an experience akin to the “here and now” in my framework. He identified this quality as the “Aura” of a work, a unique and irreplaceable essence inherent in original art pieces. Benjamin further noted that the advent of copying technologies in the 1920s, such as photography, film, and phonographs, profoundly eroded this aura, stripping away the singular experience and authenticity of the human esthetic encounter [9]. This significant insight into the loss of aura through technological reproduction offers a paradoxical, yet applicable perspective to this chapter.

In the early twenty-first century, individuals are no longer confined to the constraints of the here and now. Spatially, the notion of here, once a fixed location, has evolved into an unrestricted space, interchangeable with any place. Temporally, now, once a singular moment, has transformed into a flexible concept, allowing for repeated experiences at will. This development leads us to explore the nuances of spatial transcendence and temporal transcendence, two dimensions that liberate us from the traditional constraints of time and space.

Regarding spatial transcendence, modern communication technologies enable people separated by physical distances to share a unified spatial experience. For instance, smartphones facilitate real-time conversations with distant friends, creating a shared experience of now in a “pseudo-here” environment. However, this virtual connection is predominantly limited to visual and auditory information, falling short in replicating proximal sensations like touch, smell, and taste.

On the other hand, temporal transcendence is achieved through replication technologies that allow ephemeral experiences to be physically preserved and revisited later. Tools such as photography, video, and audio recording enable us to archive specific moments, effectively creating a “pseudo-now” that can be experienced repeatedly in the future. Yet, this archival process is generally restricted to audiovisual elements, leaving tactile, olfactory, and gustatory experiences to the power of imagination.

Additionally, the concept of spatiotemporal multiplication of experiences warrants attention. By combining technologies that transcend both time and space, we can recreate specific experiences anytime, anywhere. This is actualized by sharing these recorded moments through emails or social networks, thereby extending the reach of our personal experiences.

In this way, modern technology not only broadens our experiences across temporal and spatial dimensions but also turns them into enduring, shareable phenomena. Through various media, we can expand here to anywhere and transform now into anytime, albeit within the limits of our current technological capabilities. Such structural transformations have become an essential premise in considering the nature of education and learning in a highly advanced information and communication network society.

4.2 Fundamental theory of spatiotemporal typologies in everyday settings

Walter Jackson Ong, an American Jesuit priest and a distinguished professor of English literature, as well as a cultural and religious historian and philosopher, delved into the distinctions between oral (orality) and written (literacy) cultures. He analyzed the impact of these communication forms on human cognition, societal structures, and mnemonic processes [10]. At first glance, contrasting activities conducted through human speech with those mediated by text might seem tangential, yet it provides a profoundly insightful perspective for the realm of psychological, sociological, and educational spaces. Voice, being transient and confined to the immediacy of the here and now, vanishes after its initial utterance. Conversely, text, as a physical and enduring entity, facilitates repeated interactions and extends across the bounds of anytime, anywhere. This dichotomy mirrors the dynamic between an in-class lecture passionately delivered by a teacher and the homework assignments they instruct students to complete at home.

Traditional educational settings, particularly school classrooms, have predominantly functioned as closed spaces, meticulously designed to provide focused time for pedagogical activities. This environment, characterized by its structural and temporal constraints, contrasts starkly with the more fluid and expansive arenas of lifelong learning. In the context of lifelong learning, individuals are not confined to educational pursuits during their formative years in formal institutions. Instead, learning spans a diverse array of living spaces, extending far beyond the traditional classroom. The paradigm of “anytime, anywhere learning” has emerged as a guiding principle in this realm, epitomizing the ethos of lifelong education and learning. When considering the concept of lifelong learning spaces, it is essential to free ourselves from the traditional fixed notions of educational spaces and broaden our perspective to the level of living space theory.

This chapter endeavors to juxtapose the anytime, anywhere paradigm against the more traditional here and now approach to educational settings. Employing these concepts as a theoretical framework, we propose a novel schema for categorizing life spaces from a viewpoint of education and learning. In general, anytime is conceptualized as a temporal diffusion, a state where learning is not confined to a specific moment. This is contrasted with the now, where educational activities are temporally concentrated. Similarly, the spatial dimension is explored through the dichotomy of anywhere (open spaces) versus here (closed spaces), thereby delineating the physical boundaries within which learning occurs.

To visually represent these concepts, we introduce Figure 2, which plots these paradigms along temporal and spatial axes. On the temporal axis, now is equated with focused or closed timeframes, while anytime correlates with diffused or open temporal spans. Correspondingly, on the spatial axis, here signifies a focused or closed space, as opposed to anywhere, which suggests a diffused or open spatial context.

Figure 2.

Classification of basic spatiotemporal terms.

Building upon this theoretical foundation, we further categorize life spaces based on their spatiotemporal characteristics. This categorization envisages a spectrum ranging from focused (now) to diffused (anytime) in the temporal domain and from closed (here) to open (anywhere) in the spatial domain. This analytical approach, applied deductively, results in the identification of four distinct types of life spaces, like Figure 3: the Here-Now type, the Here-Anytime type, the Anywhere-Now type, and the Anywhere-Anytime type. Let us delve into this abstract categorization, employing instances from various life scenarios to cultivate a more tangible understanding.

Figure 3.

Intersection of temporal and spatial theories.

First, the Here-Now archetype embodies a unique singularity, signifying activities exclusive to the present moment and location. An exemplary scenario is the rare chance to experience a renowned musician’s performance in an intimate setting – a near-miraculous, privileged juncture in time and space. Yet, even commonplace interactions, like those in a school classroom, are invaluable intersections of the temporal now and spatial here, often overlooked in our routine existence.

Second, the Here-Anytime type encompasses life scenes linked with places of semi-permanent existence. Their special value is unlocked only through physical presence. Emblematic of this are historical monuments and famous tourist attractions. Their enduring significance transcends what can be captured in textbook photographs. Cafes, scattered across urban landscapes, exemplify Here-Anytime spaces. They are places where individuals can find solace at any hour of the day, embodying a unique here in space, yet anytime in their temporal accessibility. They exemplify this category as places that spatially feel uniquely here to an individual, yet are temporally diffuse, transcending the constraints of a specific moment.

Third, the Anywhere-Now category is characterized by events that take place almost regularly, akin to festivals, and are intensely focused within a specific period. These events represent extraordinary occurrences that stand out from everyday routines. Limited in duration yet concentrated in time, these festivals epitomize the special now. They offer opportunities for learning and engagement to individuals and groups, regardless of their location. The term festivals aptly captures this essence, symbolizing the concentrated time, open space’ nature of the now, anywhere paradigm.

Lastly, the Anywhere-Anytime group aligns with the most expansive notion of lifelong learning in everyday settings. Unbeknownst to us, we are constantly learning, even in the most ordinary aspects of daily life, without any deliberate effort. This learning occurs not just in moments of diligent work but also in leisurely activities like a routine walk or while idly watching television. These instances represent diffuse time in open space, where anywhere, anytime learning is perpetually taking place, subtly woven into the fabric of our everyday existence.

4.3 Spatiotemporal classification of lesson formats

Thanks to the remarkable progress in modern information and communication technology, the dynamic between educators and learners has been transformed, transcending the traditional limits of time and space. This transformation has led to a substantial increase in the diversity of educational methodologies. To effectively navigate this multifaceted environment, the previously established four-model deductive framework is particularly useful. Within the context of a highly sophisticated information network society, these educational approaches can be elegantly categorized as follows: the Here-Now model as the “classroom gathering model,” offering a conventional but ever-evolving face-to-face learning experience; the Here-Anytime model as the “on-site learning model,” which allows learning at a specific location; the Anywhere-Now model as the “live broadcasting model,” harnessing real-time virtual interactions; and the Anywhere-Anytime model as the “message-leaving model,” epitomizing asynchronous distance learning. This is illustrated in Figure 4.

Figure 4.

Types of classes in spatiotemporal theory.

First, the “Classroom Gathering Model” represents the conventional approach to education, where learners physically gather in a classroom setting, and the teacher facilitates the learning process. This model is crucial in fostering a sense of community and direct interaction. The physical proximity enables immediate feedback and personal engagement, allowing both teacher and student to build a strong educational rapport. It is particularly effective in facilitating discussions, collaborative projects, and hands-on activities where direct supervision and guidance are beneficial.

Second, the “On-Site Learning Model” extends learning beyond the conventional classroom. It emphasizes learning through direct experience in real-world environments. This model includes field trips, outdoor educational activities, and on-site vocational training, providing learners with practical, hands-on experiences that are difficult to replicate in a traditional classroom setting. By interacting with the environment directly, learners gain valuable insights into real-world applications of their theoretical knowledge. This model encourages active learning and critical thinking, as students are often required to observe, inquire, and engage directly with the subject matter.

Third, the “Live Broadcasting Model” utilizes digital platforms to enable real-time educational experiences from anywhere in the world. This model leverages technologies such as video conferencing tools like Zoom and Skype, allowing educators to deliver live lectures and interactive sessions remotely. It breaks down geographical barriers, offering learners in remote or different locations the opportunity to participate in live, interactive learning sessions. This model is especially beneficial for offering access to specialized courses or experts that may not be available locally and for facilitating global classroom experiences where students from different cultures can interact and learn together. These occurrences might be suitably termed as “mass video phone sessions.”

Finally, the “Message-Leaving Model” epitomizes the asynchronous learning approach. This model allows learners to access and engage with educational materials such as PDF file outlines, pre-recorded lectures, digital assignments, and online forums at their own pace and schedule. While there is a risk of delaying the start of their educational endeavors due to the lack of immediate pressure, it also offers them the valuable flexibility to use their time efficiently. These individuals possess the advantage of utilizing their spare time effectively, allowing them the opportunity to revisit and review the same material as often as required. It is very convenient and efficient for learners who need flexible scheduling or those who prefer to take their time to understand and absorb material.

4.4 Enhanced perspectives on teaching in the ICT era

Let us briefly depart from conventional instructional models to examine a paradigm shift, envisioning teachers not just as educators but as conduits and expressers of knowledge. Teaching, often a subconscious act, is inherently an act of expression. This invites us to rethink the essence of teaching, transcending the teacher’s self-perception of their role.

In the realm of music, those who predominantly work in recording studios are termed “Studio Musicians.” On the other hand, “Stage Musician” is a less common label, underscoring the general expectation for musicians to perform live on stage, where the immediacy and energy of live performance is a fundamental aspect of their profession. Similarly, contrasting “Stage Teacher” and “Studio Teacher” emphasizes the differences in teaching spaces when teachers are in public. The former teaches on the stage of the lectern, while the latter, adapting to the evolving information and communication network society, turns wherever they are, including their home, into a studio for teaching, even when not in a traditional classroom.

The traditional Stage Teacher, who predominantly operates from a lectern, was a given in past educational practices. In Japanese culture, phrases like “standing at the lectern” (giving a class) or “leaving the lectern” (quitting teaching at school) poetically capture these conventional teaching dynamics. However, with the advent of the digital age and the expansion of online, remote learning, there is a notable shift in perception toward the Studio Teacher. This concept, increasingly prevalent, marks a significant evolution in educational nomenclature. It sets apart the Stage Teacher, anchored to the physical space of the lectern, from the Studio Teacher, who embraces the digital era’s versatility. The latter effortlessly turns any environment, including their own home, into a vibrant hub for imparting knowledge. This distinction underscores the wide variety of educational environments and methodologies, each uniquely tailored to meet diverse learner needs and preferences.

Expanding our view, we can identify four distinct teacher archetypes, each aligning with different instructional modalities: “Stage Actor,” “Film Actor,” “Announcer,” and “Tour Guide.” This is illustrated in Figure 5.

Figure 5.

Types of teachers in spatiotemporal theory.

The “Stage Actor Teacher” epitomizes the classic, face-to-face classroom instruction. Even teachers who primarily stand at the lectern and monotonously read from the textbook can be seen as stage actors and actresses performing a less-than-impressive dramatic reading. Engaging directly and dynamically with students, they prioritize real-time interaction, treating each lesson as a live performance on the educational stage. In this type of instruction, even in large classes, a two-way interaction between teacher and students is maintained. If the students are engaged, the teacher can lecture more effectively; conversely, poor student response can dampen the teacher’s enthusiasm. This model can nurture a deeply personal connection between teacher and learner, fostering an environment where immediate feedback and adaptation to student needs are paramount.

The “Film Actor Teacher” aligns with pre-recorded, asynchronous learning sessions. Their focus lies in meticulously crafting educational content, much like a filmmaker crafts a narrative. They produce high-caliber, accessible learning materials, allowing students to engage with lessons flexibly and at their own pace. Emphasizing quality and depth, Film Actor teachers utilize a range of multimedia tools to enhance the learning experience, making education accessible and engaging for a diverse audience. However, lecturing to a camera without live students presents a challenge of one-directional communication, and it often takes practice to overcome the initial awkwardness that many experience.

The “Announcer Teacher” is synonymous with live-streamed educational sessions. Echoing the role of television or radio announcers, these educators deliver content in real-time, fostering a lively, interactive digital classroom. Their approach transforms the learning experience into an engaging live broadcast, reaching students across various geographies. Announcer teachers, akin to mass media broadcasters, can deliver information in a one-way manner. However, modern ICT technologies easily facilitate two-way communication, leveraging technology to bridge distances and create a unified, virtual learning community.

Finally, the “Tour Guide Teacher” is intimately associated with experiential, field-based learning. Venturing beyond conventional classroom walls, they guide learners through tangible, real-world educational experiences. Utilizing more indirect teaching methods, these educators emphasize hands-on learning and on-site exploration, offering students a practical, immersive educational journey. The Tour Guide teacher’s role can extend to being a curator and mentor, enriching the learning experience with their expertise and insight.

Each archetype represents a distinct aspect of the evolving educational tapestry, reflecting the diversity of learning styles and environments in the modern world. These roles highlight the multifaceted nature of teaching and learning, emphasizing the importance of adaptability and innovation in education.

5. Understanding of learning environments blending reality and virtuality

Young people today are perpetually connected to the internet, primarily to remain responsive to social media, thereby making a constant online presence their norm. Moreover, the realm of education and learning is undergoing a near-boundless expansion. This growth is fueled by technologies like virtual reality (VR) and the metaverse, which have a profound impact on human cognition, coupled with the rapid strides being made in AI. Given this context, it becomes increasingly crucial to identify and understand the key elements underlying these advancements, at least from a theoretical perspective.

5.1 Redefining learning spaces between the physical and virtual realms

In discussing the fundamental issues surrounding virtual spaces, it is crucial to consider three key dichotomies: offline vs. online, unidirectional vs. bidirectional communication, and real-time vs. time-lagged interactions. By examining these aspects, especially from a learner’s perspective in the era of Information and Communication Technology (ICT), we can categorize learning opportunities into three distinct models: “Here Now,” “Online Now,” and “On Demand.” These models serve not only as typologies for classifying learning environments but also as a framework for understanding their unique characteristics. They demonstrate the feasibility of various learning formats coexisting.

First, Here-Now Learning Opportunities: This model pertains to traditional classroom settings where teachers and learners are present in the same physical space at the same time. It allows for immediate, real-time interaction, fostering an educational process that engages all five senses. For example, in a hands-on science lab, students can directly interact with materials, receive immediate feedback from the teacher, and collaboratively engage with peers. While primarily offline, this model can incorporate online resources or on-demand materials to enhance the learning experience, such as using digital tools for simulations or accessing additional reading materials online.

Second, Online-Now Learning Opportunities: This model represents a real-time virtual learning environment where teachers and students are physically separated. It relies on online connectivity, primarily facilitating the sharing of visual and auditory information. For instance, through video conferencing tools like Zoom or interactive platforms like virtual classrooms, participants can engage in live discussions, presentations, and collaborative projects. However, this format may limit the sharing of tactile and other sensory experiences typically found in physical classrooms. While it cannot replicate the here-now experience simultaneously, it offers significant advantages in bridging geographical distances, making education accessible regardless of location.

Third, On-Demand Learning Opportunities: Characterized by its flexibility, this model allows learners to access educational content as needed, enabling study at any time and place. It does not always necessitate a constant online presence; learners can download resources and engage with them offline. This approach is exemplified by platforms like Coursera or Khan Academy, where learners can view pre-recorded lectures and access learning materials at their convenience. This model empowers learners to study at their own pace, free from the constraints of scheduled class times and locations. However, the ease of access can potentially lead to procrastination, as the abundance of readily available resources might paradoxically result in learners delaying or avoiding engagement with the material.

In summary, these three learning models illustrate the diverse ways in which ICT has transformed educational opportunities. Each model has its unique advantages and potential limitations, reflecting the varied needs and preferences of learners in the digital age. The integration of the Online-Now and On-Demand models presents a compelling synergy in modern education. The Online-Now model, while facilitating real-time, interactive learning experiences, can significantly benefit from incorporating On-Demand resources. For instance, an Online-Now session can be enriched by the use of pre-recorded videos, interactive quizzes, and additional reading materials available on demand. This integration not only supplements live instruction but also caters to diverse learning styles and paces, allowing students to revisit complex topics and reinforce learning outside of the scheduled online sessions.

5.2 Impact of VR and metaverse

In contemplating the lifelong learning environment of the near future, the significance of Virtual Reality (VR) cannot be overlooked. VR creates environments through computers, where humans primarily engage through sight and sound, occasionally experiencing tactile sensations. This adds a sense of reality to these experiences. When VR generates spaces that do not exist in reality, it offers individuals the experience of being in those spaces. This provides a sense of presence, as if they are physically there, despite their actual absence. This experience surpasses merely viewing a two-dimensional flat surface; it immerses users in a three-dimensional spatial experience. In virtual spaces built on internet servers, manipulating an avatar—essentially a digital self—enables users to live a social life within this virtual realm, interacting with others. This is known as the “metaverse,” a concept where humans can effectively live, learn, express, and act in another world.

Such metaverses and VR technologies bring about a fundamental revolution in our spatial cognition. They significantly impact the typology of learning spaces, including the Here-Now type (learning in a physical space at a specific time), the Here-Anytime type (learning in a physical space at any time), the Anywhere-Now type (learning in any location but at a specific time), and the Anywhere-Anytime type (learning at any time and place). The metaverse enriches the concept of here, transforming a physically anywhere state into a cognitively experienced quasi-here. This chapter proposes to call this concept “another here” [11].

By synchronizing our time with avatars within the metaverse, we evoke a feeling similar to having others in close physical proximity, thus enhancing learning in an “another here and now” setting. By doing so, we can advance learning activities in the Another-Here-and-Now with people who are physically distant. On the other hand, manifesting a here and anytime condition in educational pursuits is a physical improbability. Nonetheless, Virtual Reality (VR) technology, which primarily engages visual and auditory senses, while not flawlessly perfect, substantially actualizes the “another here and anytime” concept. For example, opportunistically connecting to the internet, employing VR goggles to vividly render a selected landscape right before our eyes, and smoothly melding into that setting for in-depth reflection can be aptly described as participating in Another-Here-and-Anytime learning activities.

VR and the Metaverse redefine our perception of space and interaction, allowing users to experience a parallel reality. This transcends physical limitations and traditional two-dimensional interfaces, expanding the boundaries of experiential and spatial learning. Thus, the Metaverse and VR not only transform our understanding of space and presence but also open up new possibilities for lifelong learning and interaction in virtual environments.

5.3 Impact of AI teachers

In the continuously evolving educational landscape, especially within the realms of self-study and lifelong learning, the growing significance of conversational generative AI, exemplified by ChatGPT, is becoming increasingly evident. This shift in technology is not just transforming the array of learning tools but also significantly altering the traditional role of educators.

Currently, in the metaverse, engaging with AI-powered avatar teachers is a reality. For instance, a Japanese individual seeking to master English can have repeated, adaptive, and practical conversations with an avatar teacher supported by ChatGPT. Students have the flexibility to summon these avatar teachers on-demand from any location at any time, enabling practice sessions that emulate the immediacy of the “here and now.” In this virtual space, learners can experience what is effectively “another here and now,” accessible whenever and wherever they choose.

At this juncture, the function of human English teachers, traditionally instructing in physical classrooms, is closely paralleled. Direct interactions with human educators, whether face-to-face or online, are confined to a mutual sense of the present moment. In contrast, AI educators in the metaverse have the capability to meet students at any moment, creating an impression of being physically present as avatars. This feature clearly demonstrates why some learners may prefer the efficiency of studying with a metaverse teacher, who is virtually available at all times, over a human teacher limited by the physical constraints of time and space.

6. Conclusion

In our ongoing journey through an era where the very notion of reality is subject to increasing complexity and continual evolution, it becomes imperative to delve into the exploration of the potential, boundaries, and challenges inherent in the realms of education and learning. This necessity arises from the vital need to comprehend the bigger picture in advance, crafting a strategic blueprint to effectively navigate the uncertain terrain of the future. This chapter has been meticulously composed to contribute to these preliminary discussions, aiming to lay a robust foundation for further scholarly inquiry in this dynamic and evolving landscape.