The Ohio State University , Fisher College of Business, Undergraduate Programs offers the General Business Major and Business Minor programs to four regional branch campuses using distance learning technologies. The program has been in operation since autumn quarter, 2001 beginning with the business major. By spring quarter, 2004 the program will have created the 18 courses needed for regional campus students to earn a BSBA or a minor in Business Administration. A blend of web-based and video conferencing teaching and learning integrate instructional technologies into the curriculum.

Video conferencing technology is used heavily in the 18 course program. Courses are offered beginning in the early and late afternoon every week day. Faculty teach to students at all four regional campuses simultaneously over IP video connections. Seating charts are created the first night of class so that faculty can better interact with students. The program maximizes faculty, TA and student contact at a distance using video conferencing, where students meet a reduced number of hours and quality of those contact hours must be leveraged. Below are some specific examples of how video conferencing and the recording of video conferences are used.

Use Q & A and group work - with video conferencing for interaction. Team activities for students to compete among campuses over video.

Office hours - immediately after class using video conferencing to provide students the opportunity to have additional contact with faculty for issues such as grades disputes, and remediation and enrichment activities.

Special review sessions - for final exams have proved meaningful. Half the students in one class autumn quarter 2003 took advantage of a special video conference review session one day before the final exam. Student achievement was above the mean for that course.

Cooperative learning – students presented cases over video, then discuss and debate issues. The development of Nike shoe industry in Asia , labor and management practices in globalization

Time on task – Finance problems such as NPV and depreciation, Visualization using annotation, video conferencing recorded so students could review on their own

Recordings of video for review - and reinforcement. Focus groups of students are asked if they value and utilize recorded lecture video. The response is strong and positive from students that they review videos of lecture activities regularly and often. Students further state that online videos provide them with needed structure and sequencing of course materials to keep up with their classes on a weekly basis.

Faculty review - recordings of video conferenced student presentations to assess student and team performance and to assign grades. Video recordings of student presentations provide evidence to support grading rubrics grades assigned by faculty.