Developing peer review of teaching in blended learning environments: Frameworks and challenges

McKenzie, J; Pelliccione, L; Parker, N

Developing peer review of teaching in blended learning environments: Frameworks and challenges

McKenzie, J

Pelliccione, L Parker, N

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Publication Type:: Conference Proceeding
Citation:: ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education, 2008, pp. 622 - 627
Issue Date:: 2008-12-01

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Field	Value	Language
dc.contributor.author	McKenzie, J https://orcid.org/0000-0003-0681-4366	en_US
dc.contributor.author	Pelliccione, L	en_US
dc.contributor.author	Parker, N https://orcid.org/0000-0002-3002-4009	en_US
dc.date.issued	2008-12-01	en_US
dc.identifier.citation	ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education, 2008, pp. 622 - 627	en_US
dc.identifier.isbn	9780980592702	en_US
dc.identifier.uri	http://hdl.handle.net/10453/11352
dc.description.abstract	The growth of blended learning environments in higher education has emphasised the need for better ways of describing and recognising good teaching that promotes student learning in these environments. Although the affordances of e-learning technologies have long been discussed, there has been little emphasis on developing systematic processes for recognition of good teaching in blended learning environments and developmental feedback for academics. This paper reports on work in progress on a two year ALTC project in which teams across the ATN universities are developing a scholarly framework and a sustainable process for peer reviews through a co-productive, action research approach. The peer review process is currently being developed and trialled, with team members focusing on aspects of their teaching in blended learning environments across a wide range of disciplines and contexts. The challenges encountered to date include: successfully combining formative and summative goals for reviews; balancing concerns about trust and independence; the extent to which blended learning and/or disciplinary expertise is necessary for reviewers and the ubiquitous time constraints. Peer review of learning and teaching in blended learning environments is complex. A significant challenge for this project is ensuring that the processes and resources developed are sustainable and helpful for a wide range of academics and universities, as well as useful for improving student learning. © 2008 Jo McKenzie, Lina Pelliccione and Nicola Parker.	en_US
dc.relation.ispartof	ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education	en_US
dc.title	Developing peer review of teaching in blended learning environments: Frameworks and challenges	en_US
dc.type	Conference Proceeding
utslib.for	0899 Other Information and Computing Sciences	en_US
dc.location.activity	Melbourne, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

The growth of blended learning environments in higher education has emphasised the need for better ways of describing and recognising good teaching that promotes student learning in these environments. Although the affordances of e-learning technologies have long been discussed, there has been little emphasis on developing systematic processes for recognition of good teaching in blended learning environments and developmental feedback for academics. This paper reports on work in progress on a two year ALTC project in which teams across the ATN universities are developing a scholarly framework and a sustainable process for peer reviews through a co-productive, action research approach. The peer review process is currently being developed and trialled, with team members focusing on aspects of their teaching in blended learning environments across a wide range of disciplines and contexts. The challenges encountered to date include: successfully combining formative and summative goals for reviews; balancing concerns about trust and independence; the extent to which blended learning and/or disciplinary expertise is necessary for reviewers and the ubiquitous time constraints. Peer review of learning and teaching in blended learning environments is complex. A significant challenge for this project is ensuring that the processes and resources developed are sustainable and helpful for a wide range of academics and universities, as well as useful for improving student learning. © 2008 Jo McKenzie, Lina Pelliccione and Nicola Parker.

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http://hdl.handle.net/10453/11352