There has been a significant increase in the use of instructional media, particularly mobile devices, in

recent years. This trend can be seen in business organizations, where over one-third of companies
now provide their employees with learning programs delivered via mobile devices, and in higher
education, where 64% of college students report using smartphones for schoolwork at least two to
three times per week and 40% use tablets for schoolwork with the same frequency. Mobile device
use is also common among students in grades 4 through 12, with 41% reporting using smartphones
and 37% using tablets at least two to three times per week.

There are several reasons for this increased usage of instructional media. One reason is the low cost
and easy accessibility of the Internet, which allows for the delivery of instruction and performance
support to dispersed learners at any time and location. In higher education, distance education via
the Internet has also been seen as a low-cost method of providing instruction to students who may
not otherwise have access due to factors such as job and family responsibilities or geographic
location. Additionally, institutions of higher education may view online courses as a source of
additional revenue.

Another reason for the increased use of newer media is their interactive capabilities. The Internet,
for example, allows for interactions between learners and instructional content, learners and
instructors, and among learners themselves through features like e-mail, chat rooms, and bulletin
boards. These interactive capabilities are made possible by advances in computer technology,
particularly with regards to multimedia capabilities, which allow for the presentation of more
complex learning experiences that involve a wide variety of information, feedback, and problems.
This increased instructional capability has attracted the attention of many educators and
instructional designers who prioritize constructivist teaching methods that involve authentic, real-
world problems and learner control.

Finally, the increased use of instructional media may be driven by the need for more flexible and
convenient methods of delivering instruction. With mobile devices, learners have the ability to access
instruction and resources at any time and place, providing a level of flexibility that may not be
possible with traditional face-to-face instruction. This convenience is particularly appealing to
learners with busy schedules or those who are geographically distant from educational institutions.
The increased use of instructional media in recent years is driven by a combination of factors,
including the low cost and accessibility of the Internet, the interactive capabilities of newer media,
advances in computer technology, and the need for more flexible and convenient methods of
delivering instruction.