Evaluating the quality of the course content in e-learning from the point of view of its teachers Preparation

Abstract

The current research aims to evaluate the quality of the course content and how it is presented by e-learning in the schools of the Iraqi Ministry of Education from the point of view of secondary school teachers in the directorates of education in the province of Baghdad. The researcher used the descriptive analytical curriculum. To achieve the aim of the research, the data was collected by distributing a questionnaire to 385 male and female teachers, and the quadruple gradation that consists of agreeing with a degree (very large, large, medium, few) was adopted. The validity of the tool was confirmed by presenting it to a group of experts. After processing the data statistically, the following results were shown: the number of verified paragraphs was (12) paragraphs, while the non-verified paragraphs were (10) paragraphs. The paragraphs had a high importance because of the quality of the content of the study material and the way of its presenting in e-learning. The order is as follows: "the teacher organizes the scientific topics and takes into account their logical sequence", followed by "the teacher seeks to E-learning accuracy in the information provided", followed by "the teacher in the e-learning presents the study topics in an organized manner", "teacher in the e-learning learning begins the lesson with an organized and interesting introduction" followed by", the teacher feels in e-learning, students emphasize the importance of the syllabus for its future development", followed by "the teacher in e-learning presents the study topics accurately and clearly". While the paragraphs of a low degree in terms of evaluating the quality of the content of the study material and the way it was presented and presented were: the "the teacher viewpoints related to the study topics", followed by "the teacher in e-learning is given references and sources to enrich useful information for students in the curriculum", followed by "the teacher engages all students in the discussion of a topic in e-learning ", followed by "the teacher in e-learning shows the importance of any Internet skill or knowledge that students learn", and "the teacher in e-learning links the subjects of the course to the lives of students".