1. 1 The Use of Standards for Peer Review of Online Courses Barbara Battin Little, DNP, MPH, RN bblittle@ufl.edu

2. 2 Background & Review of Literature Rapid expansion of online education –Concerns about quality Standards established –Programs - accrediting organizations –Courses - universities Peer review process –Faculty & instructional designers

3. 3 Purpose Pilot the use of two sets of online course standards for peer review of web-based nursing courses

4. 4 Pilot Design Sample – two RN to BS courses Instruments – 2 sets of online course standards –USF College of Public Health –Quality Matters (QM) Peer review process –individually by nurse educator & instructional designer –jointly finalized scores

5. 5 College of Public Health Online Course Standards 53 standards in 3 domains: –Communication: Instructor to Student –Course Delivery, Organization and Design –Instructional Elements Scoring: –Met –Exceeded –Comments

6. 6 Quality Matters Peer Course Review Rubric 40 standards in 8 categories: 1.course overview and introduction 2.learning objectives 3.assessment and measurement 4.resources and materials 5.learner interaction 6.course technology 7.learner support 8.ADA compliance Scoring: –Pre-assigned numerical value based on importance 1, 2, or 3 points (3 = most important, required) –Written comments –85% required for QM recognition 85 %

7. 7 Results 1.Peer Review of Course –Total % of standards met on each tool –% of each individual standard met 2.Usefulness of Standards –Strengths and areas for improvement of the tools

8. 8 Percent of COPH Standards Met

9. 9 Total Quality Matters Points (85%)

10. 10 Percent of Each QM Standard Met

11. 11 Strengths of Standards COPH Online Course Standards Quality Matters measured important quality issues included grading criteria in standard 1.2d measured important quality issues easier to use and more consistency among reviewers references accreditation standards broader use

12. 12 Discussion Courses did not meet standards –50% do not meet on first review –standards not in place –Varying levels of faculty expertise in online education

13. 13 Recommendations Adoption of Course Standards Peer Review Processes Faculty Development

14. 14 Adopt QM standards to guide course development –assess course quality in key areas –provide feedback to faculty course developer –provide guidance to instructional design support team Adoption of Course Standards

15. 15 Develop peer review process –Faculty driven process –Focus on improving quality Peer Review Processes

16. 16 Provide training for faculty –Standards –Peer review process –Model best practices for online education –QM reviewer and train-the-trainer programs Faculty Development

17. 17 Selected References Quality Matters (2005). Peer course review rubric FY05/06. Retrieved April 1, 2007 from www.qualitymatters.org.www.qualitymatters.org. University of South Florida (2006). COPH online course standards. Retrieved May 27, 2008, from http://itt.usf.edu/publichealth/standards/standards/std_0126 06/COPH_Online_Course_Standards_v5.doc, http://itt.usf.edu/publichealth/standards/standards/std_0126 06/1.0_Communicaton.htm, http://itt.usf.edu/publichealth/standards/standards/std_0126 06/2.0_Course_Organization.htm, http://itt.usf.edu/publichealth/standards/standards/std_0126 06/3.0_Instructional_Elements.htm http://itt.usf.edu/publichealth/standards/standards/std_0126 06/COPH_Online_Course_Standards_v5.doc http://itt.usf.edu/publichealth/standards/standards/std_0126 06/1.0_Communicaton.htm http://itt.usf.edu/publichealth/standards/standards/std_0126 06/2.0_Course_Organization.htm http://itt.usf.edu/publichealth/standards/standards/std_0126 06/3.0_Instructional_Elements.htm