In mobile learning interaction remains significant, but with intensified frequency and flexibility. Through mobile-accessible systems, learners can gain more freedom to study according to their own needs
and preferences. Paulson (1993) listed six dimensions of freedom: space, time, pace, media, access, and content. To this, Anderson (2008) added f reedom of relationship. Mobile learning complements all seven
dimensions, potentially making it easier to choose how and when to interact. Furthermore, cellular telephones, in particular, can enhance social and emotional presence and lead to a sense of ambient co-presence,the sense of continuous availability (Chayko, 2008). Indeed, learners can even suffer from too much contact and loss of privacy.
Ref: Koole,M.; McQuilkin,J.,L.& Ally,M. (2010).Mobile Learning in Distance Education: Utility or Futility?Journal of Distance Education. 24/2.p. 59-82
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