Formative evaluation of university virtual classes during the corona epidemic with importance-performance analysis

Document Type : Original Article

Authors

1 Ph.D. Student of Educational Sciences and Curriculum Planning Group, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Associate Professor of Evaluation and Assessment and Faculty Member of Kharazmi University, Tehran, Iran

3 Associate Professor of Educational Technology, Kharazmi University, Tehran, Iran

Abstract
Although virtual classrooms were used very quickly in the country's universities during the Corona epidemic, the quality and effectiveness of these classes is a fundamental issue for the higher education system. In this regard, the current research deals with the formative evaluation of virtual classes of universities during the Corona epidemic. In terms of the purpose of this research, it is an applied-developmental research, in terms of the method of data collection, it is considered a survey-type descriptive research, and finally, from the point of view of the method of analysis, it is a mixed research. A semi-structured interview and a researcher-made questionnaire were used to collect data. The community of participants of the qualitative part includes the academic staff members of the educational management of the free and public universities of Tehran. Sampling was done with a purposeful method and theoretical saturation was achieved with 20 interviews. In the quantitative part, the viewpoint of 384 graduate students of Tehran public and free universities was used. Thematic analysis method was used to analyze the data of the qualitative part and the dimensions and components of the formative evaluation of the virtual classes of the universities were identified. Then, using gap analysis and importance-performance analysis, the status of virtual classrooms was evaluated. Based on the results of qualitative analysis, 3 overarching themes, 9 organizing themes and 43 basic themes were identified. The findings show that improving the efficiency of the educational system and developing virtual education are in the acceptable area.

Keywords

Subjects

بنیسی، پ.، طرفه، ن.، و طاهایی، س. (1401). فرصت‌ها و چالش‌های آموزش مجازی در دوران کرونا. رویکردی نو در علوم تربیتی، 4(2)، 115-127.
پری‌پور، ا.، ناطقی، ف.، و محمدی، م. (1399). ارائه الگوی ارزشیابی کیفیت آموزش ترکیبی در آموزش عالی. پژوهش در نظام‌های آموزشی، 14(51)، 7-22.
توانایی، ن.، و ارم، ش. (1401). ارزشیابی ریاضی در دوران کووید ۱۹. سومین کنفرانس ملی علوم انسانی و توسعه. شیراز: دانشگاه پیام نور واحد شیراز.
حسن زاده، ت‌. (1399). بررسی و ارزیابی میزان کیفیت آموزشی دانشگاه پیام نور مرکز تالش. پژوهش در نظام های آموزشی، 14(48)، 41-57.
جوانمرد، ح.، بهارمقدم، م.، و مرادی، ظ. (1401). کیفیت آموزش مجازی در دوران همه گیری کووید-19 در دانشگاه‌های دولتی. رویکردهای پژوهشی نوین، 6(84)، 113-130.
سیف، ا. (1399). اندازگیری، سنجش و ارزیابی آموزشی. تهران: دوران.
سیفی، ر.، و دیبا، م. (1400). ارزیابی وضعیت موجود سامانه آموزش الکترونیکی دانشگاه شاهد در دوران کرونا از دید اساتید و دانشجویان. چشم انداز برنامه درسی و آموزش، 1(2)، 50-67.
شعبانی زنگنه، ف.، حسینی، ر.، و صفری، م. (1399). طراحی الگویی جهت ارزیابی کیفیت مبتنی بر توسعه کارآفرینی دانشگاهی. پژوهش در نظام های آموزشی، 14(50)، 163-189.
صفدری، م.، شکری؛ ش.، و جعفری، ا. (1400). ارزیابی نظام آموزش مجازی در دانشگاه علوم پزشکی خراسان شمالی در دوران همه گیری کروناویروس. افق توسعه آموزش علوم پزشکی، 12(2)، 96-81.
عزیززاده، ن.، آقاموسی، ر.، و آزاد، ن. (1400). ارائه مدل رشد پویای سهم بازار ایران از تجارت منطقه‌ای گاز از منظر استراتژیک. مطالعات راهبردی سیاست‌گذاری عمومی، 11(38)، 257-275.
محبوبی، ط. (1401). اثربخشی آموزش مبتنی بر تلفن همراه بر خودراهبری یادگیری، مهارت های حل مسئله و عملکرد تحصیلی دانشجویان دانشگاه. پژوهش در یادگیری آموزشگاهی و مجازی، 9(36)، 77-90.
مهرابی، گ.، عباس پور، ع.، دلاور، ع.، و خورسندی طاسکوه، ع. (1401). شناسایی عوامل مؤثر بر ارتقاءکیفیت پژوهش دانشگاهی در حوزه علوم انسانی و اجتماعی. پژوهش در نظام های آموزشی، 16(56)، 5-21.
مسعودی، م. (1398). ارزشیابی تکوینی و پایانی در محیط یادگیری الکترونیکی. مطالعات راهبردی علوم انسانی و اسلامی، 7(23)، 51-72.
یزدی، ا.، و میرحیدری، ا. (1401). بررسی فرصت ها و تهدیدهای آموزش مجازی در دوران همه گیری کرونا. پژوهش در تربیت معلم، 5(۱۱)، 9-34.
Adu, K. O., Mpu, Y., & Adu, E. O. (2020). Virtual learning: A panacea for effective teaching and learning during and after COVID 19 pandemic. KIU Journal of Education15(1), 165-187.
Aeni, N. (2022). Reflections of teachers and students on the effectiveness of virtual learning systems. Celebes Journal of Language Studies, 107-116.
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative research, 1(3), 385-405.
Azizzadeh, N., Aghamousa, R., & Azad, N. (1400). Presenting the dynamic growth model of Iran's market share of regional gas trade from a strategic perspective. Strategic Studies of Public Policy, 11(38), 257-275. [In Persian]
Baleni, Z. G. (2015). Online formative assessment in higher education: Its pros and cons. Electronic Journal of e-Learning13(4), 228-236.
Benisi, P., Torfeh, N., & Tahai, S. (1401). Opportunities and challenges of virtual education in the era of Corona. A New Approach In Educational Sciences, 4(2), 115-127. [In Persian]
Butler, S. M., & McMunn, N. D. (2006). A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
Chandasiri, O. (2020). The COVID-19: impact on education. Journal of Asian and African Social Science and Humanities, 6(2), 38-42.
Chanpet, P., Chomsuwan, K., & Murphy, E. (2020). Online project-based learning and formative assessment. Technology, Knowledge and Learning25, 685-705.
Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction intervention: Student engagement, outcomes, and perceptions. International Journal of Distance Education Technologies (IJDET)19(1), 50-65.
Choi, Y., & McClenen, C. (2020). Development of adaptive formative assessment system using computerized adaptive testing and dynamic bayesian networks. Applied Sciences10(22), 81-96.
Crawford, J., & Cifuentes-Faura, J. (2022). Sustainability in higher education during the COVID-19 pandemic: A systematic review. Sustainability, 14(3), 58-79.
Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of Hospitality, Leisure, Sport & Tourism Education, 30(3), 627-643.
Gan, Z., & Leung, C. (2020). Illustrating formative assessment in task-based language teaching. ELT Journal74(1), 10-19.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education57(4), 2333-2351.
Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education20(3), 100657.
Hassanzadeh, T. (2019). Studying and evaluating the educational quality of Payam Noor University, Talash Center. Journal of Research in Educational Systems, 14(52) 41-57. [In Persian]
Herrera-Pavo, M. A. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437.
Hidayat, M., Rozak, R. W. A., Hakam, K. A., Kembara, M. D., & Parhan, M. (2022). Character education in Indonesia: How is it internalized and implemented in virtual learning. Cakrawala Pendidikan41(1), 186-198.
Hiroyuki, O. (2021). The integration of 21st century skill and virtual learning with COVID-19. AsiaCALL Online Journal12(3), 22-27.
Holsti, O. R. (1969). Content analysis for the social sciences and humanities, Reading, MA: Addison-Wesley.
Ifenthaler, D., Schumacher, C., & Kuzilek, J. (2023). Investigating students' use of self‐assessments in higher education using learning analytics. Journal of Computer Assisted Learning39(1), 255-268.
Javanmard, H., Baharmoghaddam, M., & Moradi, Z. (1401). The quality of virtual education during the COVID-19 pandemic in public universities. New Research Approaches, 6(84), 113-130. [In Persian]
Maiti, M., Priyaadharshini, M., & Vinayaga Sundaram, B. (2021). Augmented Reality in Virtual Classroom for Higher Education During COVID-19 Pandemic. In Intelligent Computing Springer Cham, 21(4), 399-418).
Masoudi, M. (2018). Formative and final evaluation in the e-learning environment. Strategic Studies of Humanities and Islamic Sciences, 7(23), 51-72. [In Persian]
McCallum, S., & Milner, M. M. (2021). The effectiveness of formative assessment: Student views and staff reflections. Assessment & Evaluation in Higher Education46(1), 1-16.
Mehboobi, T. (1401). The effectiveness of mobile phone-based education on self-directed learning, problem solving skills and academic performance of university students. Research in School and Virtual Learning, 9(36), 77-90. [In Persian]
Mehrabi, G., Abbaspour, A., Delavar, A., & Khorsandi Taskooh, A. (1401). Identifying the effective factors on improving the quality of academic research in the field of humanities and social sciences. Journal of Research in Educational Systems, 16(56), 5-21. [In Persian]
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), 32-43.
Mystakidis, S., Berki, E., & Valtanen, J. P. (2021). Deep and meaningful e-learning with social virtual reality environments in higher education: A systematic literature review. Applied Sciences, 11(5), 390-412.
Nguyen, H. T. T. (2023). Unproctored assignment-based online assessment in higher education: Stakeholder evaluation of issues. Issues in Educational Research, 33(1), 207-226.
Paripour, A., Nateghi, F., & Mohammadi, M. (2019). Providing a model for evaluating the quality of combined education in higher education. Journal of Research in Educational Systems, 14(51), 7-22. [In Persian]
Prastikawati, E. F., Wiyaka, W., & Adi, A. P. K. (2020). Online backchannel as a formative assessment in improving writing skills. Journal on English as a Foreign Language10(2), 359-384.
Rachmawati, D. L., Purwati, O., & Anam, S. U. (2022). ESP teachers’ sociocultural challenges in online formative assessment: voices of teachers, learners, and coordinators. Computer Assisted Language Learning Electronic Journal, 23(1), 150-167.
Rossydi, A., & Masita, M. (2021). The implementation of virtual classroom in English for aviation. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 260-268.
Rusman, E., & Nadolski, R. (2023). Pe (e) rfectly Skilled: Underpinnings of an Online Formative Assessment Method for (Inter) active and Practice-Based Complex Skills Training in Higher Education (HE). International Journal of Mobile and Blended Learning (IJMBL)15(2), 1-14.
Safdari, M., Shukri, Sh., & Jafari, A. (1400). Evaluation of the virtual education system in North Khorasan University of Medical Sciences during the Coronavirus pandemic. Horizons of Medical Science Education Development, 12(2), 81-96. [In Persian]
Saif, A. (2019). Educational measurement, assessment and evaluation. Tehran: Doran Publications. [In Persian]
Seifi, R., & Diba, M. (1400). Evaluation of the current state of the electronic education system of Shahid University in the era of Corona from the point of view of professors and students. Perspectives on Curriculum and Instruction, 1(2), 50-67. [In Persian]
Şenel, S., & Şenel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181-199.
Shabani Zanganeh, F., Hosseini, R., & Safari, M. (2019). Designing a model for quality assessment based on the development of academic entrepreneurship. Journal of Research in Educational Systems, 14(50), 163-189. [In Persian]
Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students' conceptions: The potential of learning analytics. British Journal of Educational Technology, 54(1), 58-75.
Tavanaee, N., & Erm, Sh. (1401). Mathematical evaluation in the era of COVID-19. Third National Conference on Humanities and Development. Shiraz: Payam Noor University, Shiraz branch. [In Persian]
Tien, N. H., Trang, T. T. T., & Ngoc, P. B. (2021). The role of formative assessment in business education in Vietnam. PalArch's Journal of Archaeology of Egypt/Egyptology18(6), 85-99.
Tuah, N. A. A., & Naing, L. (2021). Is online assessment in higher education institutions during COVID-19 pandemic reliable?. Siriraj Medical Journal73(1), 61-68.
Veselinovic, T., Kacapor, K., & Veselinovic, L. (2022). synchronous virtual classrooms usage scenarios in higher education. in inted proceedings, 1(1), 10528-10532.
Veugen, M. J., Gulikers, J. T. M., & den Brok, P. (2022). Secondary school teachers' use of online formative assessment during COVID‐19 lockdown: Experiences and lessons learned. Journal of Computer Assisted Learning38(5), 1465-1481.
Yazdi, A., & Mirheidari, A. (1401). Examining the opportunities and threats of virtual education during the Corona epidemic. Research in Teacher Education, 5(11), 9-34. [In Persian]
Zamora-Antuñano, M. A., Rodríguez-Reséndiz, J., Cruz-Pérez, M. A., Rodríguez Reséndíz, H., Paredes-García, W. J., & Díaz, J. A. G. (2021). Teachers’ perception in selecting virtual learning platforms: A case of mexican higher education during the COVID-19 crisis. Sustainability, 14(1), 195.
Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: The case of China. The Asia-Pacific EducationResearcher30(6), 487-498.