Peer observation of teaching in the online environment: an action research approach D. Swinglehurst, J. Russell & T. Greenhalgh Department of Primary Care and Population Sciences, University College London, London, UK Abstract This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face- to-face teaching contexts, little is understood of its potential role in online settings. We con- ducted ‘virtual’ focus groups to explore the experience and views of 28 teachers and subjected our data to a thematic analysis. This informed the implementation of an innovative programme of POT, ‘Peer-to-peer Reflection on Pedagogical Practice’(PROPP) among tutors of a Web- based MSc in International Primary Health Care at University College London. Modeled on an action learning set, the programme encourages collaborative reflection on teaching practices, based on participants’ specific examples of online teaching. The PROPP model is consistent with Quality Enhancement, which we distinguish from Quality Assurance. Here, we describe the implementation of the PROPP programme within an action research framework and identify the factors that we consider critical to the success of peer observation within online courses. We highlight examples of aspects of teaching that have been discussed within the PROPP programme and offer suggestions of the kinds of evidence that could be incorporated into a portfolio to demonstrate the effectiveness of such an initiative. Keywords action research, e-learning, pedagogy, peer observation, quality assurance, reflective practice. Introduction Peer observation of teaching (POT) is usually defined as a process by which an educator observes the teaching of another educator (usually a colleague), with the purpose of providing constructive feedback on the teaching process. Although the benefits of POT are often concep- tualized from the perspective of the observed teacher, there is potential for benefits to be gained by both the observer and the observed (Cosh 1998; Fullerton 1999), – both partners are able to reflect on teaching practice, with a view to improving their teaching. POT has become a familiar component in face-to- face teaching practice, but we believe this is one of the first papers to describe a programme of peer observation of online teaching. In online environments, it is clear that the concept of ‘peer observation’ may take on new meanings, present different challenges and offer new opportunities. The broad aim of the project we describe was to facilitate the implementation of POT among tutors of a fully online MSc programme in International Primary Health Care at University College London. More specific objectives included mapping the experience of POT within a group of online teachers, identifying the potential and challenges of POT in online settings, and identifying critical success factors that might inform the implementation of peer observation in diverse online and distance education contexts. Accepted: 29 November 2007 Correspondence: Deborah Swinglehurst, Department of Primary Care and Population Sciences, University College London, Holborn Union Building, Highgate Hill, London N19 5LW, UK. Email: d.swinglehurst@pcps.ucl.ac.uk doi: 10.1111/j.1365-2729.2007.00274.x Original article © 2008 The Authors. Journal compilation © 2008 Blackwell Publishing Ltd Journal of Computer Assisted Learning (2008), 24, 383–393 383