The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to encourage staff to reflect on Curriculum and Teaching Capacities (CTC). Implications were discussed in terms of emphasizing the process of online CTC learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and their association with student classroom learning perceptions.
(Authors' abstract)

Reflective activities, in some cases quite extensive teaching material about reflection's role in adult learning, have been used within distance taught courses at the Open University UK for more than a decade [6]. Some of these courses have focused on professional development in adult learning and encouraged reflection within the frameworks created by theorists of adult learning [2]. Others have integrated reflective activities into courses in introductory maths and science courses, in order to foster greater awareness of how best to learn within these disciplines, and of their connection with the day to day world of the student [3]. This article reviews experience in three Open University courses, notably a recent course — T293 Communicating Technology — a second level 30 credit point course (equivalent to approximately 300 hours study) in the Undergraduate Programme of the Open University. All three courses include material about reflection and are designed to emphasise the process of the student's own learning. Reflective activities are linked with the assessment process and the importance of the role of tutors in feeding back and responding to the content of student reflections is emphasised. There are particular challenges to encouraging reflection for students studying at a distance, though T293 students are networked and also attend tutorials and a residential school. The invitation to reflect as a specific activity in study is something many students find difficult. How effectively do students engage in reflection when required to do so in these circumstances, and what response to their reflections do their tutors make? [ABSTRACT FROM AUTHOR].