An introduction to online course peer review and various peer review frameworks.

1. Academic Technology & User Services
Introduction to
Online Course
Peer Review
Presented by Michael Wilder

2. Learning objectives
By the end of this session, you will be able to:
• Describe the characteristics of course peer review;
• Describe the process of course peer review;
• List several accepted standards and rubrics;
• Summarize the details of one course peer review
process;
• Distinguish between evaluation of online curriculum
and evaluation of online teaching.

3. Questions
How many have already been involved in some form
of course per review?
What brought you today?
What specifically are you interested in learning?

4. What is online course peer review?
• Ongoing process for curricular improvement
• Focuses on online education
• Instructors volunteer his or her course
• Based upon measurable and well-defined standards
• Reviewers must teach online in similar environments
• Reviewers receive training on standards and processes
• Generally requires a team of least three
• Confidential, constructive, and collegial
• A typical review takes between four and six weeks.

6. “Homegrown” Checklists
• Local values
• Inexpensive
• Easy to change
• Easy to check
• Training required?
• Not peer review
• Represents minimum
standards
• Subjective
• Who makes decisions?

8. Cal State Chico Rubric
• Learner Support and Resources
• Online Organization and Design
• Instructional Design and Delivery
• Recommends steps for mobile Platform Readiness
• Assessment and Evaluation of Student Learning
• Innovative Teaching with Technology
• Faculty use of Student Feedback

11. Quality Online Learning and
Teaching (QOLT)
• Designed to answer the question, "What does high-
quality online instruction look like?”
• Contains 10 sections with 58 objectives.
• Provides guidance and feedback to instructors
• Recommends steps for mobile readiness
• Solicits student feedback.
• Can be applied to any course with online elements,
from fully online to hybrid or blended.

12. OLC Scorecard

13. Online Learning Consortium
Quality Scorecard
• Institutional Support
• Technology Support
• Course Development / Instructional Design
• Course Structure
• Teaching & Learning
• Social and Student Engagement
• Faculty Support
• Student Support
• Evaluations & Assessment

15. Quality Matters
• Faculty driven
• Research based
• Process, not pass-fail
• Collegial and confidential
• Focuses on ”alignment”
• Professional development oriented
• Not-for-profit subscription service
• Not about faculty evaluation

18. Quality Matters
Peer Review Certifications
• Applying the QM Rubric
(APPQMR)
• Peer Reviewer Course (PRC)
• Master Reviewer Certification (MRC)
• Online Facilitator Certification (OFC)
• Face-to-face Facilitator Certification (FFC)
• Continuing and Professional Education (CPE)

19. Resources
• WWU Teaching Handbook
http://www.wwu.edu/teachinghandbook/evaluation_of_teaching/evalteaching_fac_peer_review.shtml
• Quality Matters
https://www.qualitymatters.org/
• OLC Scorecard
https://onlinelearningconsortium.org/consult/quality-scorecard/
• Chico State Rubric
http://www.csuchico.edu/eoi/
• Quality Online Learning and Teaching (QOLT)
http://courseredesign.csuprojects.org/wp/qualityassurance/qolt-instruments/
• Penn State Peer Review Guide
http://facdev.e-
education.psu.edu/sites/default/files/PeerReview_OnlineCourses_PSU_Guide_30November2015.pdf
• Blended Learning Toolkit
https://blended.online.ucf.edu/blendkit-course/

20. Questions?

21. Feedback/Contact information
Your feedback is valuable to us!
tinyurl.com/evaluation-wwu
Michael Wilder
wilderm4@wwu.edu
(360) 650-3361