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As online teaching gains increasing popularity in higher education, the need for valid and reliable measures to assess course quality and instructional effectiveness has become paramount. Peer observation of teaching has served as a valuable tool in evaluating online courses and facilitating continuous improvement. This study is intended to identify and analyze existing peer observation instruments used in higher education institutions in the U.S. specifically focusing on R1 and R2 institutions according to the Carnegie classification. Using the Online Teaching Competencies (OTC) framework developed by Farmer and Ramsdale (2016) as a coding basis, a total of 34 instruments were collected and examined. Coding results based on OTC revealed three highly observed competencies, including a prevalent emphasis on alignment between course activities and learning objectives, instructor availability for learners, and the provision of clear and consistent instructions. However, a substantial number of competencies in the OTC framework were never utilized by any of the collected instruments. Likewise, a large number of competencies measured by the collected instruments were not included in the OTC framework, suggesting potential gaps in the evaluation of course design and accessibility for students with disabilities. This study offers insight into the current state of peer observation practices for online teaching and highlights areas for improvement and refinement of evaluation frameworks.
Kim et al. (Wed,) studied this question.