Online Course Peer Support Form

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1
Online Course Peer Support Form
(Unofficial Usage Only for purposes of self-reflection, training
and peer support)
INSTRUCTIONS: The hyperlinks will take you to more information about where
to look for the evidence based on the 7 Principals of Quality Matters rubrics.
Move your mouse over the hyperlink, use ctrl+click to follow the hyperlink.
I. Suggested Course Checklist
_____ A Syllabus is available and includes:
• Contact information ___
• Text/Resource Information ____
• Hardware/Software requirements and information ____
• Student Learning Outcomes ____
• Grading Criteria ____
• Grading Scale ____
• Instructor Bio ____
• Time Requirements ____
• Instructor Policies and Procedures ____
• Student Services Available ____
• Assignment Overview ____
_____ Calendar is available and up-to-date.
_____ Course orientation (ex. “Getting Started” Learning Module)
_____ Course organized in modules that include content, assessments,
assignments, discussions, etc.
II. Course Criteria
Please rate your peer on the following criteria using the following scale.
4 = Exceptional performance; exceeds performance expectations.
* Note: Those elements checked as “Exceptional” require comments.
3 = Consistently meets and at times exceeds performance expectations.
2= Consistently meets performance expectations.
1 = Needs Improvement
* Note: Those elements checked as “Needs Improvement” require
comments.
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
1
Online Course Peer Support Form
(Unofficial Usage Only for purposes of self-reflection, training
and peer support)
INSTRUCTIONS: The hyperlinks will take you to more information about where
to look for the evidence based on the 7 Principals of Quality Matters rubrics.
Move your mouse over the hyperlink, use ctrl+click to follow the hyperlink.
I. Suggested Course Checklist
_____ A Syllabus is available and includes:
• Contact information ___
• Text/Resource Information ____
• Hardware/Software requirements and information ____
• Student Learning Outcomes ____
• Grading Criteria ____
• Grading Scale ____
• Instructor Bio ____
• Time Requirements ____
• Instructor Policies and Procedures ____
• Student Services Available ____
• Assignment Overview ____
_____ Calendar is available and up-to-date.
_____ Course orientation (ex. “Getting Started” Learning Module)
_____ Course organized in modules that include content, assessments,
assignments, discussions, etc.
II. Course Criteria
Please rate your peer on the following criteria using the following scale.
4 = Exceptional performance; exceeds performance expectations.
* Note: Those elements checked as “Exceptional” require comments.
3 = Consistently meets and at times exceeds performance expectations.
2= Consistently meets performance expectations.
1 = Needs Improvement
* Note: Those elements checked as “Needs Improvement” require
comments.
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
2
Upon entrance into the online class the point of entry and course
organization makes it clear where to start and how to access the learning
materials for time on task.
1. Navigation & Time on
4 3 2 1
Comments
Task Organization
Navigational instructions make the
organization of the course easy to
follow.
Provides orientation to course and its
structure
Clearly organizes and explains
online assignments and related due
dates
Uses modules to organize course
content
Clearly presents expectations and
grading policies
The course design exemplifies the instructor has addressed multiple
learning styles and student learning outcomes.
2. Course Design
4 3 2 1
Comments
Online course design clearly
articulates course policies and
procedures
Learning Modules clearly state
learning goals
The course uses a variety of online
tools to facilitate student
comprehension and engagement
Online course content addresses
different learning styles
Online course design describes
available technical support
Communicates a sense of
enthusiasm and excitement
There is strong evidence of regular and effective communication and
student’s participation is visible throughout the course.
3. Communication &
4 3 2 1
Comments
Interaction
Instructor responds to emails within
72 hours or less
Encourages mutual respect among
students
Encourages students to interact with
one another and with the instructor
Treats class members equitably and
respectfully
Recognize and responds when
students do not understand
Responds constructively to student
questions, opinions and other input
Creates a sense of community in the
online course
Effectively handles inappropriate
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
3
discussion postings or other
unacceptable online behavior
The course content engages students in active learning and encourages
opportunities to master the depth of knowledge required.
4. Content
4 3 2 1
Comments
Demonstrates appropriate depth of
knowledge of course subject
Content is appropriate to course
level
Explains difficult terms, concepts or
problems in more than one way
Relates assignments to course
content
Includes examples relevant to
student experiences and course
content
Provides opportunities for students to
engage in active learning (i.e., peer
review, interactive simulations, Web
research, experience-based projects,
and multimedia presentations)
What do you believe the instructor has done especially well in conducting
this course?
What might the instructor do to enhance the course?
Is there anything else you would like to add?
Signature:_____________________________________ Date:______________
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
4
The 7 Principals of Quality Matters Rubrics
Principle 1: Good practice encourages contact between students and faculty.
Frequent and timely student-faculty contact is the most important factor in student
motivation and involvement, particularly in a distance education environment. Evidence
of faculty concern helps students get through challenging situations and inspires them to
persevere. Knowing a few faculty members well enhances students' intellectual
commitment and encourages them to think about their own values and future plans.
Examples of evidence to look for:
A "welcome message" is provided at the beginning of the course that
encourages student-to-instructor contact for course-related discussions
or concerns.
The instructor encourages and fosters a healthy exchange of ideas and
sharing of experiences among course participants.
The instructor initiates contact with, or respond to, students on a regular
basis in order to establish a consistent online presence in the course
(and prior notice is given to students in the event that the instructor will
be unavailable for more than a few days, such as might be the case
during professional travel).
A prominent announcement area is used to communicate important up-
to-date course information to students, such as reminders of impending
assignment due dates, curriculum changes, scheduled absences, etc.
The instructor holds regular office hours, and by appointment, that are
mediated by technology (e.g., the telephone, chat areas, Adobe Connect
Pro) to accommodate distance students.
Student inquiries are responded in a timely manner.
The instructor provides students with interaction space for study groups,
"hall way conversations,” etc.
Where to look:
Discussion forums
Email messages
Posted announcements
Course syllabus
Chat & Virtual Rooms
Resources:
“What to do when opening a course” - https://www.e-
education.psu.edu/facdev/pg3
“Using online icebreakers to promote student/teacher interaction” -
http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers%20Online/ice
breakerjobaid.htm
Back to Criteria
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
5
Principle 2: Good practice develops reciprocity and cooperation among students.
Learning is enhanced when it is more like a team effort than a solo race. Good learning,
like good work, is collaborative and social, not competitive and isolated. Working with
others often increases involvement in learning. Sharing one's own ideas and responding
to others' reactions sharpens thinking and deepens understanding.
Examples of evidence to look for:
Regular opportunities for students to engage in one or more of the
following activities:
o Formal and/or informal discussions of course topics
o Collaborative course assignments
o Study groups
A "meet one another" activity at the beginning of the course so students
can begin to make personal connections.
Encouragement to students to strengthen their online presence in the
course by sharing links to their e-portfolio, personal Web site, and/or
posting a photo of themselves to the class Web space.
Group assignments that follow the basic tenants of cooperative learning
(see Resources, below) in order to avoid the common pitfalls of "group
work."
An explanation of the criteria for “good” discussion participation.
Modeling of good discussion participation practices by the instructor.
Discussion prompts that help to guide and elicit student participation in
class discussion activities.
Instructor facilitation of class discussions by encouraging, probing,
questioning, summarizing, etc.
Student interaction space(s) for study groups, "hall way conversations,”
etc.
Where to look:
Instructional materials / Assignment directions
Discussion forums
E-mail messages
Course syllabus
Chat space
Resources:
“Strategies to Promote Online Discussion” -
http://members.shaw.ca/mdde615/howcommunicate.htm
“Ice-breakers” -
http://www.ion.uillinois.edu/resources/pointersclickers/2002_01/index.as
p
“Leading and Facilitating Discussion” -
http://www.princeton.edu/mcgraw/library/sat-tipsheets/facilitating-
discussion/
Back to Criteria
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College

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