Abstract:

Working in virtual spaces creates challenges for effective communication (hybrid and online environments). Students can access and markup/highlight PDFs, textbooks, and lecture notes without lugging around heavy texts, laptops, and notes in a file folder.

I argue that using tablets (specifically iPads) provide instructors and students a method of communicating by providing voice-over of PDFs to provide feedback. Users may access this feedback at their convenience (asynchronous) rather than carving out time for Skype, Zoom, Google chat, Facetime (synchronous) meetings. In addition, students can access content and evaluations at their leisure.

Methodology:
Literature Review:
The iPad came out in 2010 and universities began to adopt the new and novel technology. My research focuses on iPad's use in higher education (post K-12) ranges (in dates) from 2011-2020. I discovered common observations about the use of iPads among these articles: e-readers, laptop replacement, improved collaboration, novel uses (for example, displaying the periodic table), the devices use within the medical field, environmental benefits, 1:1 use, length of exposure with the device (from two weeks to semester-long), and high-learning curve exploring an iPad/tablet functionality. The consistent references to these topics/challenges demonstrate that iPads have a significant place in higher education. These articles do not address how iPads can create a more human educator/learner experience.

I have discovered a more personal way to interact with my students when I evaluate their work whether in a hybrid class or a fully online class. In addition to markups, I provide a “human touch,” by commenting on the content in an asynchronous format. As I review students’ documents, I add voice-over descriptions to communicate praise or issues within the assignment. (Students submit documents as PDFs, and I use iAnnotate (a PDF editor) and RecordIt (a screen/voice recorder) to grade in “real time.” With online courses, I have no face-to-face contact with my students (unless they stop by during office hours). Because I have no face-to-face interaction with my online students, they might not always understand or they may misinterpret written comments. When I use voice-over comments, students are able to hear my tone of voice, thus connecting me with my online students in a way that students can review, at their leisure, or re-review the feedback for clarification.

Student Comments:
“I think it’s [the iPad] a great way to share and edit documents.”
“I feel as technology continues to excel, it will continue to be incorporated in careers going forward, and it’s important to be knowledgeable with both Technical Writing and technology in any way possible.”
“I think that having the ipad [sic] added more experience to this class because we were able to have a more hands-on experience.”
“Running with the touch screen has gotten me much more comfortable with working with a mobile workstation.”
“For example, it (iAnnotate) makes flipping or deleting pages, leaving comments, copyediting, and note taking very simple.”

I find that in addition to markups, including a voice-over description as I evaluate assignments creates a personal touch in a virtual space.

Keywords:

iPad, table, higher education, virtual communication.