This post is a response to and reflection on the pre-course peer-review feedback received, and how that feedback was used. A key component in the development, delivery, and post-delivery of an Online Teaching Module is drawing upon peer-review to help make sure my modules meet my goals, and my learners’ needs. I worked with two EDUC 5199G classmates to offer peer support, and provide formal peer reviews after I had created my Online Teaching Module. We each completed formal peer-reviews for each other’s finished online teaching modules in Week 4, and used that feedback to make improvements before teaching my module to a different group of EDUC 5199G classmates.

Feedback from my peers included the following comments:

• There are no due dates included for Assignments 1 or 2?

• Perhaps having bulleted Objectives (at the top of the module) and Checklist (at the bottom) like Rob has in our course would help set expectations and ensure students understand what they must complete.

• This an area that seems to be missing any information on student support services. The course needs address supports that the institution offers. I'm not sure if secondary schools need to provide this information or does the discussion relay on the student's parents?

I incorporated the peer-feedback to promote Quality Assurance for my online learning Teaching Module. No matter how well I planned before building my Online Teaching Unit, there were likely be items missing from my Online Teaching Module, features not working properly or a more effective or efficient method of design. It was helpful to have peers with a different background (two college instructors) review my Pilot Module to provide a different perspective and offer new, creative insights. The feedback from my peers was also helpful to proofread content, and to test out all my interactive elements.