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Samuel Edsall

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Most students today will enroll in at least some online classes during their academic career. However, online pedagogy has a reputation of lacking interaction, instantaneous communication, or visual tools to assist in instruction. The purpose of this presentation will be to share student expectations in an introductory media online class and how these expectations were met through the use of social media, smartphone applications, and screen-capturing applications.

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Education with mobile technologies and online platforms is, for the most part, education on the move. It is education that is convenient to populations of students who for whatever reason cannot commit to site- and time-specific class meetings. This kind of education serves a good purpose, by making education available to demographics of students, who, without mobile education, may not have any education. But in order for convenient education to produce quality learning, instructors must organize and structure the mobile and online presentation of educational content methodically and carefully. In a brick-and-mortar classroom, where course instruction occurs in a set place and time period, the regularity of place and time provide structure. With mobile and remote education, it is in the interest of both instructors and students for instructors to determine precisely when students will engage with educational content. Structuring the availability of learning information structures the educational experience. Structure can be created in a number of ways with technology: by date and time control mechanisms built into e-learning systems, with specialized client-side soft- ware, as well as with server-side controls on the computers storing the instructional data. With remote instruction, the technological framework is responsible for the success of the pedagogy.

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