1. D ESIGNING AND T EACHING AN O NLINE C OURSE Introduction to the Peer Review of Courses

2. Why Do Other Universities Peer Review Courses? As a self-evaluation tool for faculty As an instrument to assist in the redesign of courses As a tool to identify best practices in distance education at their campus As a means of recognizing faculty effort in creating excellent online courses As a recruitment and marketing tool Designing and Teaching an Online Course

3. What Might Peer Review Look Like? Faculty in same department review Faculty in different departments, different colleges Faculty at different colleges (within the university or outside the university) Faculty and/or business partners Faculty and/or staff/students Designing and Teaching an Online Course

4. The Process Process Must Be: Vetted by Faculty Holistic Approach Not Win/Lose Quality Enhancement Of Courses Designing and Teaching an Online Course

5. Does not judge faculty Not meant to be competitive Not prescriptive What it is NOT Designing and Teaching an Online Course

6. Increased awareness of best practicesIncreased awareness of best practices 1 Insights to improve courseInsights to improve course 2 Provide guideline for development or redesignProvide guideline for development or redesign 3 Advantages for Faculty Designing and Teaching an Online Course

7. Advantages for Students More time on task Less time being confused and frustrated Fewer needless “clicks” Enhanced student success Increased student retention Increased student satisfaction Designing and Teaching an Online Course

8. Sitka’s Peer Review Process

9. Designing and Teaching an Online Course

10. O VERVIEW OF THE P EER R EVIEW P ROCESS This concludes this presentation. You can listen again OR close this window and return to Blackboard. Designing and Teaching an Online Course