Peer observation of teaching in the online environment: an action research approach.
This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face-to-face teaching contexts, little is understood of its potential role in online settings. We conducted 'virtual' fo...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 5; pp. 383 - 394 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344542&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344542 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2008 vid: 24 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344542 105344542 2010457766 10.1111/j.1365-2729.2007.00274.x 105344542 ppf: 383 ppct: 11 formats: tig: atl: Peer observation of teaching in the online environment: an action research approach. aug: au: Swinglehurst D Russell J Greenhalgh T affil: Department of Primary Care and Population Sciences, University College London, Holborn Union Building, Highgate Hill, London N19 5LW, UK; d.swinglehurst@pcps.ucl.ac.uk sug: subj: Employee Performance Appraisal Methods Internet Teachers Action Research Computer-Assisted Instruction Faculty Attitudes Feedback Focus Groups Observational Methods Peer Review Methods Thematic Analysis Human ab: This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face-to-face teaching contexts, little is understood of its potential role in online settings. We conducted 'virtual' focus groups to explore the experience and views of 28 teachers and subjected our data to a thematic analysis. This informed the implementation of an innovative programme of POT, 'Peer-to-peer Reflection on Pedagogical Practice' (PROPP) among tutors of a Web-based MSc in International Primary Health Care at University College London. Modeled on an action learning set, the programme encourages collaborative reflection on teaching practices, based on participants' specific examples of online teaching. The PROPP model is consistent with Quality Enhancement, which we distinguish from Quality Assurance. Here, we describe the implementation of the PROPP programme within an action research framework and identify the factors that we consider critical to the success of peer observation within online courses. We highlight examples of aspects of teaching that have been discussed within the PROPP programme and offer suggestions of the kinds of evidence that could be incorporated into a portfolio to demonstrate the effectiveness of such an initiative. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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