ارائه مدل ارزیابی کیفیت آموزش مجازی درس فیزیک در مدارس دوره متوسطه کشور عراق

Presenting a Model of Evaluating the Virtual Education Quality of Physics Lesson in Secondary Schools of Iraq Country.

Purpose: Today in compared to the past, the role of virtual education in improving the educational situation is of great importance and therefore, evaluating the virtual education quality is important. Therefore, the present research aimed to presenting a model of evaluating the virtual education quality of physics lesson in secondary schools of Iraq country. Methodology: The present research in terms of purpose was applied and in terms of implementation method was qualitative. The research population was educational management experts, professors in the field of virtual education and physics teachers in Iraq country. The research sample was determined according to the theoretical saturation principle of 15 people, who were selected with using purposive sampling method. The instrument of the present research was a semi-structured interview, which its validity was confirmed by the triangulation method and its reliability was estimated at 0.83 by the agreement coefficient between the two coders. The data of the present study were analyzed with using open, axial, and selective coding methods in MAXQDA software. Findings: The findings of the present research indicated that a model of evaluating the virtual education quality of physics lesson in secondary schools of Iraq country had 92 concepts, 26 subcategories and 8 main categories. The main categories were included management (with 5 subcategories of educational planning and organization, learning guiding and facilitating, learning evaluation, managing the virtual classroom and communicating with parents and students), satisfaction (with 5 subcategories of content quality and teaching methods, interaction and communication, platform and technology, evaluation and feedback and flexibility and personalization), interaction (with 4 subcategories of teacher-student interaction, student-student interaction, student-content interaction and interaction tools), educational services (with 3 subcategories of technical support, interactive tools and educational support), educational content (with 2 subcategories of fluency and clarity of content and variety of content presentation methods), infrastructure and technology (with 2 subcategories of bandwidth and internet speed and access to equipment and virtual education platforms), feedback (with 3 subcategories of student feedback, teacher feedback and feedback characteristics) and student characteristics (with 2 subcategories of individual factors and technical factors). Finally, a model of evaluating the virtual education quality of physics lesson in secondary schools of Iraq country was drawn. Conclusion: According to the findings of the present study, can be used the identified subcategories and main categories to improve the evaluating the virtual education quality of physics lesson in secondary schools of Iraq country. [ABSTRACT FROM AUTHOR]

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