June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
Faculty peer review has long been implemented in higher education as a form of formative feedback to support the refinement of instructional practice. It has been recognized as a tool for change that provides faculty an opportunity to strengthen good instructional practices and disseminate new alternative instructional techniques. An alternative to the traditional form of peer review, conducted by faculty observing each other’s classes in person, involves the video and audio recording and review of class sessions using asynchronous video-annotated peer review (VAPR). In traditional faculty peer review, local centers of teaching and learning frequently coordinate the peer review and provide guidance on the practice, however they are limited in their ability to attend each class. The asynchronous application of VAPR allows instructional support specialists to observe many class sessions at their convenience. The purpose of this paper is to examine the role that instructional support specialists assume when they review faculty instructional practice through VAPR. Findings show that instructional support specialist comments primarily focus on the increased engagement of students in classroom activities. However, when an instructional support specialist was involved in the VAPR process, faculty provided less comments in the review and those comments were typically agreeable with instructional support specialist comments. This study provides insight into how instructional support specialist involvement can increase the quality of peer review, while allowing faculty to have ownership in the review process.
Pembridge, J. J., & Davids, L. K., & Allam, Y. S. (2017, June), Board # 44 : The Role of Instructional Coaching in Video-annotated Peer Review of Classroom Instruction Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27857
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