Peer Observations of Online Teaching: Conceptualizing and Prioritizing Competency Indicators of Quality Instruction

• In Event: Teaching Online

Abstract

In this study a Group Concept Mapping procedure is used to assess how online instructors conceptualize and prioritize online teaching competencies. During the brainstorming activity participants identified 18 competencies that are not generally addressed during peer observations. For the sorting and rating activities, these competencies were merged with an existing list of 46 competencies that are commonly used in peer observations. Participants identified five distinct clusters of online teaching competencies: Syllabus, Assessment, Development, Instruction, and Communication. Ratings of importance to quality online teaching and relevance to the peer observation of online teaching process reveal that opportunities exist to improve evaluation practices particularly concerning communication and instructional competencies clusters to emphasize equitable and inclusive teaching practices.

Authors

• Carl Westine, University of North Carolina - Charlotte

• Marah Lambert, University of North Carolina - Charlotte

• Stella Yun Kim, University of North Carolina - Charlotte