The document discusses an adjunct business faculty member's experience teaching online courses using video lecture recordings, PowerPoint slides, and a Facebook page to provide students with a more engaging "classroom experience." Student feedback indicated that the video lectures, real world examples, and curated articles on the Facebook page helped improve their understanding of the course content and made the online learning experience feel more personal. The instructor plans to continue developing video lessons and using the Facebook page to direct students to current events and research resources.

1. Kathryn Rhodes
Dean, Student Academic Services
Roane State Community College

2. • Adjunct Business Faculty
• Teach online, hybrid or accelerated courses
• Previous 20+ years experience in Human
Resources for TRW Koyo, Magna
International, Shop at Home and Furtex Corp.
• Mom of two college students – 23 and 21
years-old and both males!

4. • Provide students with an approximation of the
“classroom” experience
• Allow students to view the instructor as a “real
person”
• Connect with students and materials in a time
sensitive manner
• Increase immediacy as defined by Griffiths
and Graham for positive student motivation

5. • Review course chapter and PowerPoint slides
• Gather other materials needed for lecture
• Open PowerPoint slides
• Turn on camera and record
• Aim for a “real life” experience not
production quality

6. • Modified IDEA evaluation with additional
questions
• Were the video lecturettes helpful to you in
understanding the content? Please explain.
• Did you use the FaceBook page for xxxx? If so,
what did you like or find helpful? If not, why did
you choose not to use it?
• What have you liked best about this accelerated
course? Any changes that need to be made?

7. • iTunes U
• Open Source – MIT, Stanford, Khan Academy
• YouTube / TeacherTube

8. • “Also, the teacher displayed
encouragement to use our study of
the subject matter in a way that
seemed like a classroom as we
interacted in online discussions with
our classmates, and tried to
demonstrate thru video lectures how
it applied to the real world. I liked
have the lectures from the teacher to
refer to.”

9. • “I enjoyed the videos that could be used
with the PowerPoint. It helps with the
learning aspect of the material.”
• “The video lectures and ppt.”
• “Yes. She used real world examples
which helped a lot.”
• “Yes they helped by showing real life
stories”

10. • “More video lectures and efforts to pass
on her business expertise to the students.
It would give help and direction on the
difficult topics. It really made the virtual
classroom have a more personal touch so
that you didn’t feel like you were all
alone in taking this class online.”

11. • “All the other classes need to follow the
example of different learning types as Mrs.
Rhodes has by using the web cam making
videos and ppt lectures was great.”
• “The course was well laid out by Mary
Rhodes. She provided a lot of extra
material in the form of powerpoints and
videos to aid with the assignments.”
• “More teachers should use video lectures”

12. • Recorded videos 1 – 2 weeks prior to
schedule
• Included real time business events e.g.
Japan’s earthquake, tsunami and nuclear
reactor meltdown
• Added the length of time for each video per
student suggestion
• Felt more connected to students and the
content

13. • “The thing that I liked best about this
course is that Mrs. Rhodes posted lectures
online which were very helpful, not to
mention awesome because it was like you
still went to class. The online lectures
made unclear things from the reading
clear and also being able to follow
along with power point.”

14. • Use of FB Pages to develop resource page
• Post or link to articles in the subject discipline
• Advantage – students do not “friend” you
personally
• Students “LIKE” your page and posts show
up on their page when they check their FB
page

15. • MGT 203 FB Page

16. • “Very helpful with research”
• “Yes, I loved the articles that were posted and
liked that we were allowed to use them for our
environmental scan”
• “Yes I did and it was helpful in pointing me in
the right direction for research topics”

17. • “I really liked the links to the HR websites.”
• “Yes, it was a useful tool in finding current
events.”
• “No, never got on facebook.”
• “Yes I did got one good website for my
presentation and paper.”

18. • Students used FB page when needed to
complete assignments
• Excellent tool to direct students to current
events / articles for MGT 203 research
projects
• Used FB page as an extra-credit assignment
for BUS 281 with minimal results

20. • Griffiths, M. & Graham, C. (2010). Using
Asynchronous Video to Achieve Instructor Immediacy
and Closeness in Online Classes: Experiences from
Three Cases. International Journal on E-Learning,
9(3), 325-340. Chesapeake, VA: AACE. Retrieved:
http://editlib.org/p/30315.
• Joosten, T. (July, 2011). Social media for teaching
and learning. Presentation at the Desire2Learn Fusion
conference in Denver, CO.
• Junco, R. & Heiberger, G. (March, 2009). You can use
Facebook for that? Research-supported strategies to
engage your students. Presentation at the National
American College Personnel Association Meeting,
Washington DC.

21. • Mazer, J., Murphy, R. & Simonds, C. (2007). I’ll
See you on “Facebook”: The Effects of
Computer-Mediated Teacher Self-Disclosure on
Student Motivation, Affective Learning, and
Classroom Climate. Communication Education,
56(1), 1 – 17. Retrieved:
http://www.tandfonline.com/doi/full/10.1080/
03634520601009710.
• Morrison & Foerster Social Media Newsletter
Vol. 2, Issue 4. (August 2011). Retrieved:
http://www.mofo.com/files/Uploads/Images/1
10810-Socially-Aware.pdf