Subject: [IFETS-DISCUSSION:952] Online Teacher Evaluations
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Thu 25 Jan 2001 - 03:37:56 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:952] Online Teacher Evaluations Date: Wed, 24 Jan 2001 21:37:56 -0500
Greetings Colleagues!
Reema Khurana relates that "I am currently working on the design of online
evaluation system for Indian Universities and institutes. Can anyone guide
me about existing designs of such softwares their drawbacks and positive
features?"
I am not aware of any software packages. I can share some insights from my
research studies, working as an online teacher and having been trained by
the University of Phoenix to give peer evaluations of online teachers.
An important issue is always the what should be evaluated. At the University
of Phoenix, an evaluation form has been created that tries to provide a
comprehensive view of the online teaching and learning environment.
Personally, some of the current trends toward viewing only what the
"student" produces is a distorted evaluation. Rather, an effective
evaluation will offer insights into both the teacher's professional behavior
and the student's interaction in the class.
The British author Gilly Salmon (2000) has provided valuable information and
resources for both the novice and veteran distance educator. She has
extensive online experience as a trainer of e-moderators for the Business
School at the Open University (United Kingdom). The Open University has been
an international leader in experimenting with new educational methods and
ideas. Salmon offers remarkable insights from her action research studies on
Computer Mediated Conferencing (CMC). Her investigation led her to create a
list of five basic competencies that could be classified as characteristics
or qualities.
1.Understanding of online process- the ability to provide leadership during
online classes that fostering rich academic dialog that helps students
explore ideas and issues
2. Technical skills- able to confidently handle computer software and
encourage students to utilize the Internet as a valuable resource of
information and knowledge
3. Online communication skills- able to write personable messages online
that makes students comfortable to share their thoughts and ideas online
4. Content expertise- knowledge expertise that enables the teacher to offer
intriguing questions to spark student debate while providing valuable
references for further research
5. Personal characteristics- able to demonstrate flexibility to adapt their
teaching style to create a relevant and vibrant online community.
The teacher five competencies will each play a vital role in the educational
process. Naturally, students want teachers who can communicate effectively
while offering relevant advice and intellectually challenging assignments. A
quick overview of the five competencies highlights the dynamic nature of the
teaching and learning process. As a distance educator, I strive to humanize
the online learning environment while creating a rigorous academic climate.
Additionally, the five competencies provide an excellent starting point for
developing online teacher evaluations.
Reference
Solomon, G. (2000). E-Moderating: The Key to Teaching and Learning Online.
London: Kogan Page.
Brent Muirhead D.Min; Ph.D.
Faculty, University of Phoenix
bmuirhead@email.uophx.edu
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