Peer review in blended teaching: A reviewers perspective

Abstract

Peer Review of Teaching can be a useful tool in the development of academic teaching and learning within the management discipline. This research paper reports on key areas of importance from the reviewer’s perspective within the Peer Review of Blended Teaching (PRoBT). The research revealed that reviewers found their participation in PRoBT to be a positive experience, that participation in PRoBT was a learning experience for developing the reviewer’s own teaching, and that reviewers have valuable input into the nature of the framework that guides the PRoBT process. Acknowledging and incorporating the reviewer’s perspective in the design and application PRoBT contributes to the literature in the field, and may improve the acceptance and applicability of PRoBT in the tertiary environment