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Online Course Peer Mentor Form

The goal of the review is to give feedback to the course developer that would enable them to improve

the design and presentation of their classroom prior to first offering.

I. Course Checklist

A Syllabus is available and includes: (check areas that are present with a X)

Instructor Bio

Text/Resource Information

Hardware/Software Requirements and Information

Technical Assistance Protocol & Resources

Student Learning Outcomes

Grading Criteria/Grading Scale

Student Resources for Online Help

Contact information/Office Hours

Turn-around Time for Communication/Feedback on

(assignments, projects, discussions)

Instructor Policies and Procedures

Student Services Information Available (DSPS, AAC,

Library, ITC, Counseling, Health, Help Desk)

Assignment Overview and Schedule

II. Required Online Course Components: (check areas with a X)

Video Welcome & Online Course Orientation

A “Start Here First” Learning Module

Lesson Plan/Overview for each Learning Module

Course organized in learning modules that include

rubrics, content, assessments, assignments,

communication tools

Evidence of Accessibility & Learning Style Techniques

Present (alt tags on images, multiple file formats,

captioning, transcripts)

Evidence of Community Building with Multiple

Communication Tools

Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College

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:

· “Using online icebreakers to promote student/teacher interaction” -

http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers%20Online/icebreakerjobaid.htm

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:

· Formal and/or informal discussions of course topics

· Collaborative course assignments

· 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.asp

·“Leading and Facilitating Discussion” - http://www.princeton.edu/mcgraw/library/sat-

tipsheets/facilitating-discussion/

Principle 3: Good practice encourages active learning.

Active learning methods engage students in the learning process by encouraging them to discover,

process, and apply information. Empirical support for the positive impact of active learning on student

achievement is extensive.

Examples of evidence to look for:

 Student activities that involve one or more of the following:

· Active use of writing, speaking, and other forms of self-expression

· Opportunity for information gathering, synthesis, and analysis in solving problems (including

the use of library, electronic/computer and other resources, and quantitative reasoning and

interpretation, as applicable)

· Engagement in collaborative learning activities

· Application of intercultural and international competence

· Dialogue pertaining to social behavior, community, and scholarly conduct

· For General Education courses, three or more of these activities are integrated into courses

offered in the knowledge domains (http://www.psu.edu/ufs/geic/framewrk.html):

 Opportunities for students to “customize” their learning by tailoring assignments to their personal

and professional interests and needs.

 Examples of student work where they:

· Think, talk, or write about their learning

· Reflect, relate, organize, apply, synthesize, or evaluate information

· Perform research, lab or studio work, or physical activities

· Participate in, design, or develop educational games and simulations

Where to look:

· Course syllabus

· Instructional materials

· Assignment Areas

· e-Portfolios

· Discussion forums

Resources:

·“How Can Teachers Promote Learning and Thinking?” -

http://www.pgcps.pg.k12.md.us/~elc/theory9.html

·“Inquiry-based Learning” - http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf

Principle 4: Good practice gives prompt feedback.

Instructors help students frequently assess their knowledge and competence and provide them with

opportunities to perform, receive meaningful suggestions, and reflect on their learning.

Examples of evidence to look for:

· Information about course feedback methods and standards on the course syllabus.

· Option (or requirement) for students to submit drafts of assignments for instructor feedback.

· Meaningful feedback on student assignments that is provided within a publicized, and

reasonable, time frame.

· Assignment feedback that is clear, positive, specific, and focused on observable behavior that

can be changed.

· Clearly communicated course and individual assignment grading criteria.

· Up-to-date, student-accessible course gradebook.

· An open discussion forum where students can ask questions, and receive instructor feedback,

about course content and activities.

· Student surveys that provide the instructor with feedback for course improvement.

· Examples of student work that demonstrate advancement toward learning goals.

Where to look:

· Course syllabus

· Instructional materials / Assignment directions

· Assignment areas and e-portfolios

· Course gradebook

· Discussion forums

· Survey instruments

Resources:

·TLT Ideas for Giving Prompt, Better Feedback to Students -

http://www.tltgroup.org/SEVEN/4_Feedback.htm

·Providing Feedback - http://www.netc.org/focus/strategies/prov.php

·Collecting Feedback That Improves Teaching and Learning -

http://www.schreyerinstitute.psu.edu/Tools/MidsemesterFeedback

Principle 5: Good practice emphasizes time on task.

The frequency and duration of study, as well as effective time management skills, are critical for

students and professionals alike. Students need help in learning to manage and prioritize their study

time.

Examples of evidence to look for:

 A published course schedule that outlines topics to be covered and assignment due dates so

students can plan their workload accordingly.

 Information on the course syllabus that provides an estimate of the amount of time students

should spend on the course (e.g., “”On average, most students spend eight hours per week

working on course assignments. Your workload may be more or less depending on your prior

experience with computing and the Web in general, and with this subject in particular.”)

 Time-to-completion information on course assignments (e.g., “This assignment should take

you approximately 2 hours to complete.”)

 Course-specific study tips that provide students with strategies for utilizing their time well.

 Assignment feedback that provides students with information on where to focus their studies.

 Assignment due dates and timeframes that take into account the nature of the target audience.

For example, a course targeted to working adult professionals might incorporate a weekend

into an assignment timeframe.

 Course statistics that demonstrate that time-to-completion and weekly time-on-task estimates

are on target.

Where to look:

· Course syllabus

· Instructional materials / Assignment directions

· Assignment areas and e-portfolios

Resources:

· iStudy Module (for students) on Time Management:

http://blog.aeseducation.com/2010/10/building-time-management-skills-with-a-penn-state-module/

Principle 6: Good practice communicates high expectations.

As the saying goes, “if you don’t know where you are going, how will you know when you get there?”

Effective instructors have high, but reasonable, expectations for their students. They clearly

communicate those expectations and provide support to their students in their efforts to meet those

expectations.

Examples of evidence to look for:

 Explicit communication of the skills and knowledge every student needs to have in order to be

successful in the course.

 Explanation of course learning goals and how assignments are designed to help students

achieve those goals.

 Frequent feedback provided to students through written explanations and detailed feedback

on assignments.

 Motivation and encouragement that inspires students to move past the easy answers to more

complex solutions.

 Routine use of critical and probing questions when communicating with students about course

assignments and activities.

 Examples and non-examples of high quality work, along with a discussion of the differences

between these.

 Examples of student work that demonstrate advancement toward learning goals.

Where to look:

· Course syllabus

· Instructional materials / Assignment directions

· Assignment areas and e-portfolios

Resources:

· “Student Learning Goals and Outcomes” -

http://www.schreyerinstitute.psu.edu/Tools/ProgramAssessment/MeasurableOutcomes/

Principle 7: Good practice respects diverse talents and ways of learning.

People bring different talents and styles of learning to the learning environment. Some bring a wealth

of relevant experience to a course, while others may new to the topic at hand. Likewise, students who

are strong in a discussion situation may be less adept at lab or studio work. Students need the

opportunity to demonstrate their talents and to “personalize” their learning so that it is relevant to

them. It is also important to give students opportunities to learn in ways that may be less comfortable

in order to improve their learning skills.

Examples of evidence to look for:

 Use of a variety of assessment tools that gauge student progress.

 Alternative assignment options that allow students to demonstrate their progress in a manner

that is best conducive to their talents. For example, a podcast might be allowed as learning

evidence instead of a written paper.

 Supplemental online materials are provided to students who lack prerequisite knowledge or

who would benefit from having content presented in an alternative manner.

 Timely, corrective feedback for online activities.

 A positive online climate where students are encouraged to seek assistance with course

content and learning activities if needed.

 A policy for accommodations that is stated on the course syllabus.

 Accommodations are proactively offered for students with disabilities.

Where to look:

· Course syllabus

· Instructional materials / Assignment directions

· Assignment areas and e-portfolios

· Discussion forums

Resources:

·“Learning effectively by understanding your learning preferences” –

http://www.mindtools.com/mnemlsty.html

·“Classroom assessment techniques” - http://www.ntlf.com/html/lib/bib/assess.htm

·Accessibility in course design forum on PSU Learning Design Community Hub -

http://ets.tlt.psu.edu/learningdesign/forum/4

(The form is used for purposes of peer mentor support only)

III. Course Criteria

Please rate your peer on the following criteria using the following scale:

4 = Exceptional expectations; exceeds expectations.

* Note: Those elements checked as “Exceptional” require comments.

3 = Consistently meets the expectations and at times exceeds expectations.

2= Consistently meets expectations.

1 = Needs Improvement

* Note: Those elements checked as “Needs Improvement” require comments.

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 Task Organization 4 3 2 1 Comments

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 opportunity for student’s

participation is visible throughout the course.

3. Communication & Interaction 4 3 2 1 Comments

Indicates their planned timeline for responding

to emails within 72 hours or less

Encourages mutual respect among students

Encourages students to interact with one

another and with the instructor

Initial course documents outlines and

encourages students to interact with one

another and with the instructor

Initial course documents / assignments begin to

create a sense of community in the online

course

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 designing 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

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