Table 4 Eight assessment criteria of virtual education along with users’ answers to each question
Dimension | Factors | Students | Faculty members | Mean ± SD | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Excellent | Good | Moderate | Weak | Very weak | Excellent | Good | Moderate | Weak | Very weak | Student | Faculty member | ||
Access | The level of security of user access to the personal page | 68 | 117 | 34 | 10 | 2 | 11 | 8 | 3 | 0 | 0 | 4.03 ± 0.83 | 4.36 ± 0.72 |
The possibility of accessing the website anytime - anywhere | 49 | 116 | 55 | 9 | 2 | 10 | 9 | 3 | 0 | 0 | 3.87 ± 0.81 | 4.32 ± 0.71 | |
Internet speed to download lessons and upload assignments | 33 | 95 | 74 | 23 | 6 | 8 | 7 | 7 | 0 | 0 | 3.55 ± 0.94 | 4.05 ± 0.84 | |
Can be used through normal computers | 36 | 115 | 60 | 13 | 7 | 8 | 11 | 2 | 0 | 1 | 3.69 ± 0.9 | 4.14 ± 0.94 | |
No need for special user settings | 54 | 118 | 48 | 8 | 3 | 9 | 10 | 2 | 0 | 1 | 3.92 ± 0.83 | 4.18 ± 0.95 | |
The existence of a suitable website as media and with specific media applications | 36 | 116 | 66 | 10 | 3 | 8 | 7 | 6 | 1 | 0 | 3.74 ± 0.81 | 4 ± 0.92 | |
Support | Technical user support for solving technical problems (offline and online) | 22 | 91 | 73 | 40 | 5 | 9 | 5 | 7 | 1 | 0 | 3.37 ± 0.95 | 4 ± 0.97 |
Training users for correct use | 30 | 89 | 79 | 28 | 5 | 9 | 8 | 5 | 0 | 0 | 3.48 ± 0.94 | 4.18 ± 0.79 | |
Answer to frequently asked questions | 27 | 77 | 85 | 28 | 14 | 9 | 4 | 9 | 0 | 0 | 3.32 ± 1.03 | 4 ± 0.92 | |
Providing documentation to guide users offline and online | 28 | 108 | 74 | 14 | 7 | 6 | 6 | 8 | 2 | 0 | 3.59 ± 0.88 | 3.73 ± 0.98 | |
Determining the minimum technical specifications of user systems and informing them in time | 29 | 96 | 80 | 20 | 6 | 8 | 7 | 7 | 0 | 0 | 3.53 ± 0.91 | 4.05 ± 0.84 | |
Tests and questions | Pre-lesson test to know the students and their scientific background in the subject area | 19 | 71 | 78 | 49 | 14 | 7 | 6 | 7 | 2 | 0 | 3.14 ± 1.03 | 3.82 ± 1.03 |
Self-test quality at the end of each main part of the lesson (in accordance with the lesson objectives) | 25 | 65 | 94 | 38 | 9 | 7 | 7 | 4 | 4 | 0 | 3.26 ± 0.98 | 3.77 ± 0.98 | |
The existence of different self-test in the course so that each small part of the course is accompanied by more than one question | 16 | 77 | 85 | 39 | 14 | 7 | 8 | 3 | 4 | 0 | 3.18 ± 0.99 | 3.82 ± 0.99 | |
Designing suitable feedbacks for tests so that the user knows his/her weak points by observing and studying these feedbacks | 28 | 77 | 80 | 35 | 11 | 7 | 11 | 2 | 2 | 0 | 3.33 ± 0.68 | 4.05 ± 0.68 | |
Exercises and assignments | Individual exercises for each part of the lesson and providing appropriate feedback when students delivered their answers | 20 | 71 | 97 | 34 | 9 | 7 | 9 | 5 | 1 | 0 | 3.26 ± 0.94 | 4 ± 0.87 |
Group exercises for each part of the lesson and providing appropriate feedback after when students delivered their answers | 25 | 68 | 97 | 30 | 11 | 6 | 9 | 4 | 3 | 0 | 3.29 ± 0.98 | 3.82 ± 1.006 | |
Definition of individual research and practical work | 21 | 87 | 82 | 29 | 12 | 6 | 7 | 6 | 3 | 0 | 3.33 ± 0.98 | 3.73 ± 1.03 | |
Definition of group research and practical work | 19 | 79 | 84 | 34 | 15 | 6 | 9 | 4 | 3 | 0 | 3.23 ± 1.03 | 3.82 ± 1.006 | |
Creating an environment for problem-solving and creativity | 15 | 60 | 82 | 54 | 20 | 7 | 5 | 3 | 5 | 2 | 1.05 ± 2.98 | 3.45 ± 1.4 | |
Information Resources | Electronic information resources needed for students to study and refer to in addition to the main course text | 23 | 75 | 77 | 42 | 14 | 6 | 9 | 6 | 1 | 0 | 3.22 ± 1.05 | 3.91 ± 0.86 |
A lesson summary for students to study | 16 | 56 | 60 | 63 | 36 | 4 | 12 | 5 | 1 | 0 | 2.8 ± 1.17 | 3.86 ± 0.74 | |
List of websites relevant to the lesson and specify their connection with different parts of the lesson | 25 | 66 | 86 | 45 | 20 | 4 | 10 | 3 | 5 | 0 | 3.09 ± 1.1 | 3.59 ± 1.05 | |
Determining the most important information sources for each part of the lesson | 18 | 72 | 83 | 37 | 21 | 3 | 10 | 9 | 0 | 0 | 3.13 ± 1.06 | 3.73 ± 0.7 | |
Ability to add information resources to the course by students | 18 | 61 | 84 | 44 | 24 | 3 | 9 | 4 | 6 | 0 | 3.02 ± 1.08 | 3.41 ± 1.05 | |
Electronic content | The use of appropriate tests and exercises to present the lesson depending on the part of the lesson and the nature of the concepts | 21 | 68 | 98 | 34 | 10 | 6 | 9 | 6 | 1 | 0 | 3.24 ± 0.96 | 3.91 ± 0.86 |
Appropriate use of project definition, case study and problem solving to present lessons instead of direct presentation | 17 | 73 | 93 | 38 | 10 | 4 | 10 | 6 | 2 | 0 | 3.21 ± 0.95 | 3.73 ± 0.88 | |
Clarifying the purpose of each part of the lesson and presenting it at the beginning of each part | 24 | 89 | 87 | 22 | 9 | 5 | 13 | 4 | 0 | 0 | 3.24 ± 0.93 | 4.05 ± 0.65 | |
Lesson summary at the end of each lesson section | 15 | 48 | 79 | 64 | 25 | 4 | 10 | 7 | 1 | 0 | 2.84 ± 1.07 | 3.77 ± 0.81 | |
Appropriate use of animation and multimedia capabilities to optimize content transfer | 21 | 50 | 90 | 52 | 18 | 4 | 9 | 7 | 2 | 0 | 3.02 ± 1.05 | 3.68 ± 0.89 | |
Logical proportion between sound volume, image, text and animation | 20 | 64 | 94 | 43 | 10 | 5 | 10 | 6 | 1 | 0 | 3.18 ± 0.97 | 3.86 ± 0.83 | |
The existence of a flexible environment for the user in order to control the sound, text and image and avoid creating an environment where the faculty member reads the lesson and turning the user into a listener-viewer | 24 | 62 | 87 | 39 | 19 | 6 | 10 | 4 | 2 | 0 | 3.14 ± 1.08 | 3.91 ± 0.91 | |
The interactive nature of the lesson so that at least one meaningful interaction is created between the system and the user within seven minutes | 16 | 58 | 98 | 45 | 14 | 6 | 10 | 5 | 1 | 0 | 3.07 ± 0.98 | 3.95 ± 0.84 | |
The existence of bibliography, terminology and important definitions separately for the whole or each important part of the course | 18 | 72 | 86 | 39 | 16 | 4 | 7 | 7 | 4 | 0 | 3.16 ± 1.02 | 3.5 ± 1.01 | |
User interface | Being able to access the course structure and information sources and other content structures with minimal clicks | 23 | 73 | 104 | 21 | 10 | 6 | 10 | 4 | 9 | 0 | 3.34 ± 0.93 | 3.91 ± 0.92 |
Existence of a fixed and meaningful rule for using numbers and bolts | 20 | 68 | 102 | 30 | 11 | 5 | 9 | 4 | 3 | 1 | 3.24 ± 0.95 | 3.64 ± 1.13 | |
Use of appropriate colors in the design of pages and courses | 30 | 80 | 84 | 31 | 6 | 5 | 11 | 5 | 1 | 0 | 3.42 ± 0.95 | 3.91 ± 0.81 | |
Using small-help messages like the help tool | 25 | 79 | 92 | 25 | 10 | 6 | 8 | 6 | 2 | 0 | 3.36 ± 0.96 | 3.82 ± 0.95 | |
In lessons, there is fast movement between the previous and next pages and the first and last pages as much as possible | 31 | 82 | 86 | 26 | 6 | 8 | 9 | 3 | 2 | 0 | 3.46 ± 0.95 | 4.05 ± 0.95 | |
The same format and structure in all parts of the course | 23 | 91 | 84 | 27 | 6 | 7 | 12 | 2 | 1 | 0 | 3.42 ± 0.91 | 4.14 ± 0.77 | |
The ability to change the appearance of pages of the environment by the user without destroying other criteria | 29 | 78 | 83 | 32 | 9 | 6 | 10 | 4 | 2 | 0 | 3.37 ± 1 | 3.91 ± 0.92 | |
Use of appropriate animation and graphics in lesson design | 17 | 62 | 83 | 49 | 20 | 5 | 10 | 5 | 2 | 0 | 3.03 ± 1.06 | 3.82 ± 0.9 | |
Conventional fonts are used and there is a association between different text components such as type, shape, size and color of the fonts | 28 | 74 | 83 | 34 | 12 | 6 | 11 | 3 | 2 | 0 | 3.31 ± 1.03 | 3.95 ± 0.89 | |
Possibility to access the information course structure and other content structures with a minimum number of clicks | 27 | 75 | 92 | 30 | 7 | 6 | 12 | 3 | 1 | 0 | 3.37 ± 0.95 | 4.05 ± 0.78 | |
Lesson presentation | Clarity of the faculty members’ schedule for attending and using chat environments, online and face-to-face classes | 25 | 63 | 91 | 35 | 17 | 8 | 9 | 5 | 0 | 0 | 3.19 ± 1.05 | 4.14 ± 0.77 |
Existence of strategy to use the forum as a central tool | 21 | 61 | 91 | 41 | 17 | 8 | 6 | 6 | 2 | 0 | 3.12 ± 1.04 | 3.91 ± 1.01 | |
Continuous monitoring of students’ activities and supporting them according to their learning level | 22 | 60 | 92 | 43 | 14 | 7 | 9 | 6 | 0 | 0 | 3.14 ± 1.02 | 4.05 ± 0.78 | |
Appropriate timing according to the content and course materials | 22 | 53 | 98 | 44 | 14 | 6 | 13 | 2 | 1 | 0 | 3.11 ± 1.01 | 4.09 ± 0.75 | |
Timing of main exams | 23 | 90 | 68 | 32 | 18 | 9 | 11 | 2 | 0 | 0 | 3.29 ± 1.07 | 4.32 ± 0.64 | |
Timing of exercises, projects and group activities | 25 | 87 | 82 | 25 | 12 | 8 | 12 | 2 | 0 | 0 | 3.38 ± 0.99 | 4.27 ± 0.63 | |
Specific support notifications for each individual and group for better learning using mail, message and announcement tools to establish a suitable association with each group of students. | 38 | 76 | 78 | 28 | 11 | 10 | 8 | 4 | 0 | 0 | 3.44 ± 1.05 | 4.27 ± 0.76 | |
Clarity of scoring method and calculation of the total course grade | 20 | 73 | 81 | 38 | 19 | 10 | 9 | 2 | 1 | 0 | 3.16 ± 1.06 | 4.27 ± 0.82 | |
Distribution of the total course grade among all activities | 23 | 76 | 92 | 28 | 12 | 9 | 10 | 3 | 0 | 0 | 3.31 ± 0.98 | 4.27 ± 0.7 | |