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Online Course Authorship in the Peer Review Process
Thomas ChaseDirector, Centre for Academic
TechnologiesUniversity of Regina
Regina, Canada S4S 0A2
Online Authorship and Peer Review: Thomas Chase, University of Regina
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“Bah, humbug!”
--the peer reviewcommitteechairperson
Online Authorship and Peer Review: Thomas Chase, University of Regina
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“I can’t get no respect”
-- the online course author
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Opening questions
Determination of worth Preparation and documentation Formation of effective policy “Coinage of the realm”: functioning
in the academic economy
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Academic economies
Homogeneity is a chimera Brideshead Revisited and the “gentleman
scholar”: gone are the days … The impact of online teaching upon the
academic economy The “hypercampusing” of higher
education: non-traditional student groups
Online Authorship and Peer Review: Thomas Chase, University of Regina
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The Humpty Dumpty problem “A word means exactly what I want
it to mean, nothing more and nothing less”
The meaning of online course Minimal courses (skeletal) External and internal elements Maximal courses
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Which is better?
Minimal or maximal? The phenomenon of content
dependency The question of level or originality Online teaching blurs traditional
dividing lines
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Focusing on content
The print/digital divide Paper as the established
denomination of currency The elaborate mechanisms of
traditional scholarly publication The well-received textbook versus
the research monograph
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Content (2)
Pixels rather than print Adoption by other
instructors/institutions The innate conservatism of academic
institutions and their denizens New modes of writing New modes of publication
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Authorship: paper and pixels External peer review remains crucial Blurring the line: modern textbooks
with accompanying websites and CDs
Project MUSE and the future of the traditional learned journal
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Suggestions: preliminary
Respect older modes of publication Preserve external peer review Reward sound academic work,
whatever the medium of transmission
Achieve institution’s strategic goals
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Suggestion 1: online authorship—meaning, needs Gather statistics, internal and external Know more than cost and enrolments Determine development time: the
example of the 500-hour course Be flexible in assessment—and reward
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Suggestion 2: external strategizing
Get out of the foxhole!—erasing the here/there binary
Making effective, responsible use of online materials developed elsewhere
MERLOT Consortia such as Campus Alberta,
Campus Saskatchewan
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Suggestion 3: internal strategizing
Institutional directions & priorities Bricks and mortar “bricks and
clicks” The two nodes:
Student-side Faculty-side
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Suggestion 3 (continued)
Make value clear to faculty Enhance and extend the institution’s
teaching capacities Integrate peer-reviewed authorship
into the reward and incentive scheme
Emphasize areas of strength
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Suggestion 4: overhaul the peer review process
Respect institutional context and orientation
Erase the paper/pixels divide Standardize incentives and rewards Educate peer review committees Develop clear protocols for external
peer review (take advantage of MERLOT!)
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Conclusion
Assigning value: the beginning of the process
The changed nature of academic authorship
The focus on content & effectiveness rather than form or medium
A new currency comes into play
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Thank you!Comments and enquiries welcome …
Thomas Chase, PhDDirector
Centre for Academic TechnologiesUniversity of Regina
REGINA, Canada S4S [email protected]
Tel. 306.337.2400/Fax 306.337.2401
