Peer Coaching as a Professional Development Tool for Online Teaching

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Poonam Rani

Independent Researcher

India

Abstract
Peer coaching has emerged as a dynamic and context‑sensitive approach to faculty development in online higher education, offering instructors opportunities to collaboratively reflect on and refine their pedagogical practices. This enhanced peer coaching model integrates structured observation cycles, targeted feedback protocols, and guided reflective dialogues, all facilitated through digital platforms that support asynchronous and synchronous engagement. In this study, forty‑five online instructors from three distinct universities participated in a six‑week peer coaching program designed to address key dimensions of online teaching: course design, learner engagement, technological integration, and assessment strategies. Data collection combined pre‑ and post‑intervention surveys assessing teaching self‑efficacy and digital instructional competence, analysis of recorded teaching sessions annotated by peers, reflective journals, and thirty in‑depth interviews. Quantitative analyses revealed statistically significant improvements in self‑reported confidence and competence across multiple teaching domains, with particularly large gains in using interactive technologies and facilitating online discussions. Qualitative findings elucidated the mechanisms underlying these gains: structured goal setting enhanced focus; the use of time‑stamped video comments fostered precise, actionable feedback; and reflective debriefs deepened metacognition. Participants valued the collegial support and accountability that peer coaching engendered, noting that it mitigated isolation and catalyzed innovation. However, logistical challenges—such as scheduling, variable coaching proficiencies, and platform usability issues—highlight the need for robust institutional support and coach preparation.

Keywords
Peer Coaching, Online Teaching, Professional Development, Reflective Practice, Instructional Efficacy

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