Adapting Formative Peer Review Principles to Online Course Evaluation

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Dunwoody B
Session Track
Session Format


A distinguishing characteristic of online learning in the U.S. is the willingness of faculty members to invite their peers to view and comment on their online courses. While this phenomenon began locally and spontaneously, since 2003 Quality Matters has formalized this practice into a widely adopted process to certify the quality of online courses. This session will describe the underlying principles of faculty peer review for course quality assurance and its roots in the tradition of formative peer review in higher education. Attendees will learn how adopting these principles can win faculty support for quality assurance processes at their institutions. 

  • Session References +

    Gosling D, 2002. ‘Models of peer observation of teaching’, Generic Centre: Learning and Teaching Support Network; Retrieved, 8(10), 08. Google Scholar

    Keig, L., & Waggoner, M. D., 1994. ‘Collaborative Peer Review: The Role of Faculty in Improving College Teaching’, ASHE-ERIC Higher Education Report No. 2. ASHE-ERIC Higher Education Reports, George Washington University. Available at

    Legon, R. “The Quality Matters Program,” Encyclopedia of Online and Distance Learning (2008 edition)

    Legon, R. “Quality Matters Today,” Sloan-C View Vol. 6, No. 9, September 2007 (

    Schwegler, A. F., & Altman, B. W. "Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory," American Journal of Distance Education, vol. 15, Issue 3, 2015, pp. 186-197.

    Teoh, S. L., Ming, L. C., & Khan, T. M, 2016. ‘Faculty Perceived Barriers and Attitudes Toward Peer Review of Classroom Teaching in Higher Education Settings: A Meta-Synthesis’, SAGE Open, 6(3), 2158244016658085.