This paper responds to Joo et al. (Educational Technology Research and Development 64:611-630, 2016) study of the factors predicting South Korean online students' use of a mobile learning management system (m-LMS). The findings show students' continuous intention and their actual usage have implications for how faculty and institutions may need to promote the usefulness of mobile technology for students to accept and adopt the technology. This would be particularly relevant for lower income students with limited digital literacy skills and limited access. For many students, mobile technology is the only means through which they can persist in taking courses while institutions offer classes primarily in online modalities during the COVID-19 pandemic.

This is a response to Bennett et al.'s (2016) "The Process of Designing for Learning: Understanding University Teachers' Design Work." We examine this study of faculty approaches to course design in order to connect the authors' findings to implications for course design practices in the current context of shifting courses online. The design processes of experienced faculty are the primary subjects of the study, which may have implications for how institutions approach supporting faculty efforts to design courses under time constraints. However, research shows that less experienced faculty may be unprepared to effectively redesigning courses under time constraints. The primary approaches to course design are the individual approach, where a faculty designer follows his or her own design process and the centralized or team approach, where a subject matter expert joins an instructional designer and/or additional educational design or technology specialists to develop courses. Institutions need to consider how much of their faculty have 10 years or more of experience in order to determine which approach would work best.