Mobile learning (m-learning) challenges the traditional definition of teaching and learning. M-learning concept is gaining popularity because it enables learning across multiple contexts and disciplines by using portable mobile devices. In recent years, it has attracted increasing attention at the tertiary level as some institutions adopt Bring Your Own Devices (BYOD) in classrooms. While m-learning is becoming ubiquitous as educators often hear about it at conferences and encounter it in literature, one might assume that many educators know about and use it in teaching. It is not, especially in theater arts classrooms. In Dance and Drama education, for instance, the use of mobile teaching and learning is extremely limited both in literature and in practice. This study looks at 146 undergraduate students in three General Education (GE) classes (two Drama and one dance) over fourteen weeks at a comprehensive university in Southern China. During lectures, in class and online, smartphones were integrated in learning and they were used in a variety of class related activities including ZOOM, virtual presentations, online polls, and video making to further engage students in deep learning. This study finds that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has enhanced teaching and learning experiences among theatre arts students. [For the complete proceedings, see ED579190.]