According to Pimmer (2016), the integration of digital and mobile technology has transformed the educational learning landscape beyond the confines of traditional classrooms. The concept of “learning across contexts”[1]Pimmer, C. (2016) Mobile learning as boundary crossing: an alternative route to technology-enhanced learning?, Interactive Learning Environments, 24(5), pp. 979-990. has gained prominence, highlighting the potential of mobile learning to transcend bounded communities and closed domains. This article closer explores the notion of boundary crossing in mobile learning, linking it to key learning mechanisms. By examining the role of mobile technology, particularly mobile social media, as a boundary-crossing tool, we explore its impact on social capital, weak ties, and the evolving educational landscape.
- Mobile learning has the unique ability to facilitate learning experiences that transcend traditional boundaries. By embracing mobile technology, learners can tap into diverse and peripheral network spaces, enabling the exploration of novel ideas, perspectives, and learning opportunities. This dynamic aligns with the concepts of social capital and weak ties, suggesting that mobile technology can foster connections and relationships that were previously inaccessible.
- Mobile technology, especially mobile social media, empowers learners to engage with various learning mechanisms. Identification, coordination, reflection, and transformation are key mechanisms that can be facilitated by mobile devices. The multimodal capabilities of mobile phones allow learners to create representations that reflect their experiences and identities, sharing them across their digital and non-digital social networks. This process not only benefits from the socio-cultural differences of different network spaces but also strengthens peripheral network relations, expanding learning opportunities in unprecedented ways.
In an era of socioeconomic transformations and weakening educational structures, the role of boundary crossing becomes even more critical. Mobile technology’s affordances for boundary-crossing offer a promising avenue to address educational challenges. By embracing mobile learning, learners can access resources, knowledge, and experiences that transcend traditional institutional boundaries. This shift has the potential to empower learners in times of uncertainty and foster innovative learning practices.
While this article provides a glimpse into the potential of mobile learning as a boundary-crossing tool, it is essential to acknowledge that its scope is limited and complex. To fully explore these phenomena, further research is needed to investigate additional boundary-crossing mechanisms beyond existing frameworks. Moreover, it is crucial to analyse how formal educational institutions can effectively connect with these dynamic processes.
Additionally, it is worth noting that while mobile and digital technology can broaden learning boundaries, they can also reinforce existing boundaries or hinder broad public discourse. The increase in online social networking activities does not automatically guarantee a more diverse and immersive debate. Future research should consider the dynamics that influence the permeability of boundaries and explore how boundary crossing can contribute to a more inclusive and diverse discourse.
Mobile learning presents an alternative route to technology-enhanced learning by embracing boundary crossing. By leveraging the power of mobile technology, learners can transcend traditional educational boundaries, connect with diverse network spaces, and access new learning opportunities. However, further research is needed to delve deeper into the intricacies of boundary crossing and its implications for formal educational institutions. Only by broadening perspectives and encouraging the exploration of mobile networking technologies, we can unlock the full potential of mobile learning in enabling learning beyond closed digital spaces.
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References
| ↑1 | Pimmer, C. (2016) Mobile learning as boundary crossing: an alternative route to technology-enhanced learning?, Interactive Learning Environments, 24(5), pp. 979-990. |
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