Peer Review Tutorial Script Slide 1: This presentation will walk you through the steps of the course peer review process and how to complete the Peer Review Form.
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Slide 3: The Peer Review Process is a very important process that provides faculty members with the opportunity to allow colleagues, with different levels of expertise, to take an honest look at their courses and to offer constructive feedback on the course content, what works, what can be improved, and what technologies can be added to enhance the course.
Slide 4: The tool used for this process is the Peer Review Form. ELI developed the form based on student course evaluations and information on best practices for distance learning courses. You can find a copy of the Peer Review Form on the ELI web site under Faculty Services.
Slide 5:The form is divided into six specific categories. Each one consists of a list of instructional design characteristics for distance learning courses that are considered as best practices.
Before your begin the peer review process, type in the name of the course you’re reviewing at the top left hand corner of the form next to Course, and then your name.
Slide 6: The first part of Peer Review is Getting Started, which focuses on the information and activities developed in the course to help students get started with their coursework. Whether the course is online, print-based, or telecourse, students should be provided with sufficient instructions on how and where to start their coursework.
Slide 7: For example, a course generally should start off with the instructor’s welcome message and instructions to students on where to go to begin the coursework.
Slide 8: Another very important part of Getting Started is engaging students immediately in an activity that will motivate them to get started.
A typical activity for an online course is to have students introduce themselves in a discussion forum. If it’s a print-based course, the activity is usually an introductory letter. It’s also important that a faculty includes his or her introduction.
Slide 9: To enter your responses on the Peer Review Form for Getting Started, type an “X” in the “Yes” or “No” column to indicate if you think the course does or does not have information and activities to help students get started with the course. If you want to add a specific comment, type it in the Comments column.
Slide 10: The second part of Peer Review is Learning Objectives and Assessment, which checks to see if the course provides information on what students can expect to learn or will be able to do after they have completed the course, and how they will be assessed on their learning.
Slide 11: Generally, most courses list the learning objectives in a section entitled Learning Objectives or simply Objectives in the Syllabus.
Some courses will include any prerequisite courses that students must have completed in order to take the course, as well as some recommended knowledge and skills.
Slide 12: The third part of Peer Review is Learning Activities, which examines the quality and variety of learning activities that students will do in the course.
Slide 13: For example, this online course requires a series of learning activities that includes:
- a reading assignment with a posting to the Discussion Board;
- an essay or written assignment based on a scenario;
- an oral or speaking assignment submitted using voice mail; and a practice quiz.
Slide 14: The fourth part of Peer Review is Interaction, which focuses on the quality and occurrence of interaction --
- between the instructor and the students,
- among the students, and between the students and the course materials.
Slide 15: For example, the Syllabus for this print-based course provides students with the instructor’s email and telephone number.
In this online course, students interact with each and with the course through online practice quizzes.
Slide 16: The fifth part of the Peer Review is Course Information, which focuses on the presence and clarity of instructions to students. For example, on how to submit their assignments, take exams, and seek technical help when they encounter with problems with their email.
Slide 17: In an online or print-based course, this type of instruction is located in the ELI Policies and Procedures section or weekly assignments.
Slide 18: The sixth part of the Peer Review is Navigation and Organization, which checks on the ease for students to progress through the course and on the structure and sequence of the various components of the course.
Slide 19: For example, in an online course, are the buttons, icons, and links self-explanatory? Are web pages full of information that require endless scrolling? Are graphics, text, and colors combined effectively to create an aesthetic learning environment?
Slide 20: On the last page of the Peer Review Form, you can enter comments and other considerations that you would like to mention that weren’t included in the other categories.
Slide 21: This presentation has provided an overview of the course peer review process and how to complete the Peer Review Form. The Peer Review process provides faculty the opportunity for colleagues to take an honest look at their courses and to offer constructive feedback on the course content, what works, what can be improved, and what technologies can be added to enhance the course.
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