Collaborative Peer Evaluation for Enhancing Distance Pedagogy
Explore collaborative peer evaluation in online courses to improve pedagogical quality and effectiveness. Discover best practices, benefits, and the process for peer review in distance education.
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Enhancing Distance Pedagogy: Collaborative Peer Evaluation of Online Courses Pedagogical Quality and Effectiveness Through Collaborative Peer Review Uloma Onubogu, PhD & Victoria Baker, PhD University of Massachusetts Dartmouth, MA, USA College of Nursing & Health Science Teaching and Learning Conference University of Massachusetts Dartmouth College of Nursing and Health Science January 16, 2025
Objectives current state of faculty peer review for distance/online courses Identify framework, content, and tool in online course peer evaluation process Link collaborative peer evaluation best practices and benefits Describe peer evaluation findings to institutional experience. Apply
Distance Pedagogy & Best Practices in Peer Review Introduction Literature Review Overview of distance pedagogies Limited focus on online peer review Online courses review is different from traditional face to face Peer instructional review is less common, and challenging Collaborative review is recommended (Cutroni & Paladino, 2023; Kim et al, 2024; Zimmerman et al, 2018, 2020; Wright et al, 2023) Sound pedagogies Pedagogical effectiveness through quality assurance Purpose and goal of review process Formative Summative Institutional Best Practices (Donnelly-Sallee & Autry, 2018) Clear objectives; training for evaluators; constructive feedback; confidentiality Good teaching online Supportive environment & faculty buy-in (Bell & Thomson, 2018; Tobin et al, 2015; Zimmerman et al, 2018) Benefits of peer evaluation Learner Educator Institution
Collaborative Online Course Peer Review Activity Preparation: Review Process & Tools Why Collaborative Approach Case Report from UMassD Five-Step Process Office of Faculty Development classroom visit Approach & Scope of Review Select peers & criteria Identify framework, criteria, and tool Conduct evaluation Analysis & report Feedback & debriefing Peer Observation & Review Asynchronous (Matchett & Main, 2010) Improve course quality and teaching practices Comprehensive evaluation, feedback, and peer validation Collegial support and sense of community Shared responsibility and continuous improvement (Cutroni & Paladino, 2023; Nicolson & Harper, 2014) More credible than student feedback Informal collaborative peer course review Access to online courses as faculty or reviewer Faculty and student views on LMS Report from three nursing faculty in three courses Feedback & Follow-up Discussion Asynchronous & Synchronous (Matchett & Main, 2010) Post-evaluation feedback (Andrews et al., 2021; Barna & Reenan, 2020)
Key Outcomes Lessons Learned & Recommendations Lessons Learned Report from three courses Clear criteria, effective tools, and a supportive culture A whole course review vs a class period Non-threatening experience Valuable and rewarding process Confirms pedagogical effectiveness Gaps Revealed Recommendations Consistent alignment of course outcomes Sub-optimal use of support resources Report to Office of Faculty Development Create more awareness Pathway to online excellence Formative review, peer mentoring, and coaching
Future Trends Discussion & Questions More awareness for instructional and teaching practice review Online Pilot Incorporate new technologies including AI-assisted review Quality Assurance Needs Expand the scope of review to include students What do you think? Ongoing research
Thank you Uloma Onubogu, PhD, EdD, FNP, CNE Assistant Dean, Online Learning uonubogu@umassd.edu Victoria L. Baker, PhD, CPH, CNM Adjunct Faculty vbaker@umassd.edu University of Massachusetts Dartmouth College of Nursing and Health Sciences
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