<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.</p></abstract>

This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.

Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through...

Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

Pubblicato online: 23 set 2015

Pagine: 34 - 51

DOI: https://doi.org/10.1515/eurodl-2015-0003

Parole chiave
peer observation, online tutoring, peer review

© Richard Walker

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

Pubblicato online: 23 set 2015

Pagine: 34 - 51

DOI: https://doi.org/10.1515/eurodl-2015-0003

Parole chiavepeer observation, online tutoring, peer review

© Richard Walker

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
peer observation, online tutoring, peer review