Identification and Prioritization of Dimensions and Components for Evaluating the Quality of Virtual Physics Education
Keywords:
Physics Course, Virtual Education, Quality of Virtual EducationAbstract
This study was conducted to identify and prioritize the dimensions and components for evaluating the quality of virtual physics education. The research method is applied in terms of purpose, descriptive-survey in terms of data collection, and mixed-methods in terms of data type. The qualitative section utilized the content analysis strategy, while the quantitative section employed a survey method. Participants in the qualitative phase included secondary school physics teachers in Iraq with at least five years of teaching experience in this subject, as well as experts in education from Iraqi universities. The sample size for this phase consisted of 15 individuals, selected purposefully based on the principle of theoretical saturation. The statistical population in the quantitative phase included all secondary school physics teachers in Iraq, from whom 246 individuals were selected as the sample using the modified Cochran formula and a cluster random sampling method. The research instrument in the qualitative phase was a semi-structured interview, while in the quantitative phase, a researcher-developed questionnaire was used. The findings indicated that the evaluation of virtual physics education quality includes eight dimensions: management, satisfaction, interaction, educational services, educational content, infrastructure and technology, feedback, and student characteristics, along with 26 components. The quantitative results showed that the satisfaction variable ranked the highest, while the student characteristics variable was in the eighth priority.
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