Peer Observation of Teaching in the Online Environment: an action research approach: Teaching and Research Awards 2005
| Type of publication: | Unpublished |
| Citation: | 347 |
| Year: | 0000 |
| Note: | This report describes an action research project which was carried out between October 2005 and September 2006, funded by a Teaching and Research Award from the University of London External Programme Centre for Distance Education.1 The aim of this project was to facilitate and systematically study the implementation of peer observation amongst tutors of a web-based Masters course. It is likely to be of interest to teachers of online courses, especially those involved in course development. The work has been conducted in the Higher Education setting and is likely to be of most relevance to teachers working in this sector. Teachers with a professional interest in action research, reflective practice and quality improvement may also find this report helpful. Its greatest relevance will be to those people interested in implementing programmes of peer observation within distance education. This includes teachers, course directors and those involved in teaching management at an institutional level. I will present here a brief summary of the different chapters of the report. Chapter 4 includes a brief literature review of peer observation to place the work in context, introducing some different models of peer observation. Chapter 5 then explains the local context of this particular action research project, describing our main aims and objectives in carrying out this work. Chapter 6 offers an introduction to the action research approach which underpinned the project. The detailed methods of the action research approach are described further in Chapter 7. The main details of the research undertaken are described in Chapter 7. This includes details of a multi-disciplinary collaboration with action researchers from several different departments (Section 7.1) and details of the process of running online focus groups (Section 7.2) including an analysis of the focus group data. A description is then provided of a programme of peer observation (Peer-to-peer Reflection on Pedagogical Practice or PROPP) which we have piloted in our department (Section 7.3) and also an online Special Interest Group which has been used for exchange of ideas and resources throughout the duration of the project (Section 7.4). Details of the dissemination of the project are described in Chapter 8. Finally, concluding reflections, and some of the implications and questions this project raises for course directors, teachers and managers can be found in Chapter 9. Appendices are included, which are referred to within the text. file:///Swingelhurst_Russell_2005.pdf js, 13.05.2007 |
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| Added by: | [ADM] |
| Total mark: | 0 |
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