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Peer Review of Online Courses Work in Progress Tech II Group

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Traditional approaches to course peer review are impossible ... We developed a peer review instrument based on important teaching and learning ... – PowerPoint PPT presentation

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Title: Peer Review of Online Courses Work in Progress Tech II Group


1
Peer Review of Online CoursesWork in Progress
Tech II Group
  • Presenter Irene Queiro-Tajalli
  • Members of the team
  • Carol J. Williams, Robert Vernon, Darlene Lynch,
    Debra Gohagan, Lynn Adkins, Michael Berghoef

2
Introduction
  • Increase in the use of course management software
    to teach social work courses
  • Importance of planning and evaluation
  • Traditional approaches to course peer review are
    impossible
  • How can these courses be peer reviewed?

3
Introduction cont.
  • We developed a peer review instrument based on
    important teaching and learning themes found in
    the literature including
  • the assumption that learning matters most
    (Angelo, 1999)
  • The importance of assessment to promote learning
  • Use of assessment to promote teaching skills

4
Purpose
  • Provide faculty members who use online teaching
    activities/teach online with an instrument for
  • Self assessment of the quality of their online
    activities
  • Develop an assessment portfolio of online
    teaching
  • Peer review of the quality of online teaching
  • Use as a guideline for online course development

5
Literature Review
  • Four core components of the learning experience
  • Course content
  • Teaching
  • The learner
  • Environmental components (Boettcher, 2003)

6
Literature Review cont.
  • Course Content
  • Consistent implementation of course goals and
    objectives
  • Congruency of teaching approaches with course
    goals and objectives

7
Literature Review cont.
  • Teaching
  • Seven principles of good teaching
  • Encouraging student-faculty contact
  • Encouraging cooperation among students
  • Promoting active learning
  • Giving prompt feedback
  • Emphasizing time on task
  • Communicating high expectations
  • Respecting diverse talents and ways of learning
    (Chickering and Gamson, 1991)

8
Literature Review cont.
  • The Learner
  • Learning styles
  • Interaction and communication
  • Disabilities
  • Nondiscrimination
  • Organizational design
  • Assignments

9
Literature Review cont.
  • Environmental Components
  • User interface is critical
  • Comfortable and intuitively easy platform
  • Influence of interface on student perception of
    professor (Stoney and Wild, 1998 McMahon et.
    al.,1999)
  • Computer anxiety as an influence on student
    performance (Brosnan, 1998)

10
Components of the Proposed Tool
  • General Course Information
  • Course Classification
  • Pedagogy
  • Teaching Methods
  • Teaching Practices
  • Learning Factors
  • Technological Factors

11
Format of the Tool
  • Throughout the instrument there are opportunities
    for
  • Instructor/developers comments
  • Reviewers comments

12
General Information about the Course
  • Instructor/Course Developer
  • Course information
  • curriculum content areas addressed by the course
  • Number of students
  • Purpose of review
  • Information about reviewers
  • Instructor/course developers statement about
    areas where she/he would like feedback

13
I. Course Classification
  • Type of course
  • Fully available on line
  • partially available online
  • Instructor/developers expectations regarding
    communication
  • Synchronous
  • asynchronous

14
II. Pedagogy
  • A. Instructor/developers teaching methods,
    including
  • Lecture
  • Web reading
  • Student presentations
  • Group projects
  • Student web pages
  • Audio clips

15
II. Pedagogy cont.
  • B. Teaching practices, including
  • Statements of rights and responsibilities,
  • Instructor/developers preferred roles to
    interact with students (educator reflector
    moderator facilitator)
  • Expectations for students participation

16
II. Pedagogy cont.
  • C. Syllabus Assessment, including
  • Coherence
  • Currency
  • Assignments
  • Timeliness of feedback
  • Grading information
  • Type of course assessment

17
III. Learning Factors
  • Principles of Effective Learning (Chickering
    Gamson, 1991 Erhmann, 2001)
  • Encourages student-faculty contact
  • Encourages cooperation among students
  • Promotes active learning
  • Promotes feedback
  • Emphasizes time on task
  • Communicates high expectations
  • Respects diverse talents and ways of learning

18
IV. Technology Factors
  • Expectations for student computer literacy and
    skills
  • Expectation for type of needed hardware and
    software
  • Interface/technology support
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