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/
110810-Socially-Aware.pdf