Abstract
This single-case mixed-methods study examined how faculty participation in the Peer Online Course Review (POCR) process influenced course design practices and equity-focused learning experiences in asynchronous online courses at Jay College. Institutional data indicated persistent equity gaps, with BIPOC students, particularly Black, American Indian, and Pacific Islander students, experiencing lower success and completion rates in online courses.
The quantitative strand analyzed pre- and post-POCR student success metrics using existing institutional data. The qualitative strand drew on structured faculty interviews to examine changes in instructional practices, accessibility, and equity-minded pedagogy following participation in POCR. Quantitative and qualitative data were analyzed separately and then integrated.
Quantitative results varied across nine POCR-certified courses. Some courses showed increased success rates, while others declined, and overall outcomes remained essentially unchanged. These patterns reflected small sample sizes, single-section post-POCR offerings, pandemic-era grading contexts, and increased enrollment from non-participating or potentially fraudulent students.
In contrast, qualitative findings revealed consistent improvements in instruction. Faculty described clearer course organization, improved navigation, enhanced accessibility, more consistent communication, and expanded use of culturally relevant and multimodal content. Instructors perceived these changes as particularly supportive of disproportionately impacted students by reducing confusion, lowering anxiety, and increasing engagement.
Overall, the findings suggest that POCR participation primarily influenced instructional practices rather than producing immediate or consistent changes in course-level success outcomes. This study contributes to research on equity-focused online course design. It offers guidance on faculty development and institutional planning to create more accessible, inclusive, and equitable online learning environments.
Library of Congress Subject Headings
Web-based instruction; Instructional systems—Design; Educational equalization; Peer review; Community colleges—California
Date of Award
2026
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Paul Sparks
Recommended Citation
Malonzo, Mark C., "A mixed-methods case study exploring peer online course review and equity outcomes at a California community college" (2026). Theses and Dissertations. 1694.
https://digitalcommons.pepperdine.edu/etd/1694