Peer review of teaching has long been recognised as a valuable professional learning tool, supporting educators in reflecting on and improving their pedagogical practice. However traditional peer review models, largely developed for face-to-face environments, struggle to address the complexities of online facilitation. This qualitative study addresses the need to adapt peer review of teaching practices to the unique demands of online learning environments, where teaching and facilitation differ significantly from traditional, face-to-face contexts. Through in-depth, semi-structured interviews with six online facilitators from a South African private higher education institution (PHEI), this research gathers valuable input to co-construct a peer development protocol tailored to the specific challenges and opportunities of online facilitation. The proposed six-phase protocol is conceptually grounded in social constructivism and Gosling’s collaborative peer review model and was co-constructed with participants to ensure relevance and applicability. Key findings highlight the importance of contextualising peer review in the online domain, with participants emphasising the value of continuous feedback, enhanced pedagogical presence, and active engagement within communities of practice. Dialogue, reflection, and co-creation emerged as central to fostering meaningful professional development. As the initial phase of an extended project, this study lays the foundation for a model that will undergo further testing and refinement. By supporting improved teaching practices and prioritising online facilitator development, this work contributes to the ongoing evolution of professional learning in online higher education, addressing the pressing need for context-specific peer review practices.

Keywords: Lecturer presence, online higher education, online peer review of teaching, professional learning, social constructivism.