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Instructional consultations have consistently been shown to have a positive impact on teaching, and though one factor that influences their impact is the kind of data that guide them, little research has rigorously analyzed this aspect of the consultation. In this study, instructional consultants used either data from a midterm student feedback (MSF) session, videotaped class sessions or student ratings data as the basis of a consultation. The impact of consultation on the instructor's teaching was then assessed. Our research shows that the kind of data used in consultations has a significant influence on the impact of the consultation. In general, faculty who received MSF-based consultations had greater gains in student ratings, reported more detailed changes in teaching, and rated most aspects of the consultation at least as high as faculty who had not received such consultations. During an MSF, the instructional consultant observes part of a regular class. Afterwards, the instructor leaves the room, and the consultant confers with students about what is going well and what changes would improve their learning. The consultant prepares a summary report for a follow-up debrief with the instructor. Findings from this study also demonstrate that the instructional consultant plays a key role in assisting the faculty member to both interpret the available data and to identify strategies for teaching improvement. Drawing on their experience and professional judgment, instructional consultants had the ability to quickly direct faculty attention to specific teaching practices and avoid overwhelming the instructor with too much information.

When I read this article and what they are doing, I shuddered. I come from a background where distance education courses are specifically re-designed for distance learners. In particular, they are designed to allow students to interact with instructor and other students any time and anywhere. They are designed to ensure that distance learners have adequate support and help from their instructors. This takes longer and means thinking differently about how the course is designed and delivered - not taking the standard classroom model and multiplying it to extra students. Now I'm not against introducing new methods of design to accommodate or exploit new technology, but it must meet certain criteria. Does it at least maintain and if possible increase the interaction between student and instructor and between students? Do all students have equal access to service within the course? Does it provide the flexibility and access that distance learners require? Do students learn better?