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Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories
Published on: February 23, 2024
Developing an Instrument for Evidence-Based Peer Review of Faculty Online Teaching
Lora R Shelton1, Arlene N Hayne
1About the Authors Lora R. Shelton, DNP, FNP-BC, CNE, is an assistant professor, Family Nurse Practitioner Program, Samford University Ida V. Moffett School of Nursing, Birmingham, Alabama. Arlene N. Hayne, PhD, RN, served as a tenured professor in the graduate program, Samford University Ida V. Moffett School of Nursing. For more information, write to Dr. Shelton at lrshelto@samford.edu.
Abstract:
Peer review is a long-standing practice in academia that can supply valuable information for summative or formative evaluation. The purpose of this article is to present an evidence-based peer review instrument developed by faculty to assess faculty teaching and practice in the online environment. The peer review instrument was designed using the community of inquiry framework and best practices for online teaching. The elements of teaching presence, social presence, and cognitive presence serve as the basis for expected faculty behaviors.
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