The total number of the basic sciences faculty was 28, out of which 8 taught general courses and 3 taught practical courses, so they were excluded from the study; 2 other faculty were also excluded due to the termination of cooperation with the university in the next semester, despite they had been under evaluation and formative feedbacks were provided to them, in the first semester.
In this study, a total of 45 online class sessions were observed and evaluated by peers. 15 faculty of basic sciences courses of the medical school with an age range of 71 − 36 years and an average age of 50.0 ± 10.04 years were investigated, including 8 men (53.3 percent) and 7 women (46.7 percent). Among the studied faculty, the least experienced professor had 2 years of experience and the most experienced one, 41 years. The average teaching experience of the studied faculty was 11.73 ± 12.3 years. More than half of the faculty (53.3 percent) were employed with permanent contracts, 4 faculty (26.7%) with temporary contracts, and the rest 3 (20%) worked as hourly staff. Due to the normality of the virtual performance overall score, paired t-test was used to compare the pre-post mean scores. The average overall score of the faculty's virtual performance before providing feedback was 57.63 ± 10.54 and after providing feedback, it was 64.13 ± 13.32; the results showed a significant difference between the average overall score of virtual performance before and after providing feedback. There is (t = 3.7, p = 0.002). There was a significant positive correlation between the overall scores of faculty' virtual performance in the first two observations before giving feedback (p = 0.001, r = 0.9).
The average score of virtual classroom management before giving feedback was 19.23 ± 4.16 and after giving feedback it reached 21.46 ± 4.85, which is statistically significant (p = 0.01, t = 2.8).
The average score of the course content quality before providing feedback was 14.33 ± 3.75, while after providing feedback, it was 16.47 ± 4.85; a significant difference was found between the two mean scores (t = 2.7, p = 0.02).
The average score of organizing interactions before providing feedback was 13.36 ± 4.59 and after the feedback, it was 13.60 ± 5.73; the difference was not significant (t = 0.27, p = 0.79). The average score of motivation management in the virtual class before giving feedback was 10.70 ± 3.73 and it was 12.60 ± 4.88 after the feedback; however, this difference was not also statistically significant (t = 1.7 = 0.1, p ).
According to Table 1, the results revealed that only among female faculty, there was a significant difference between the average overall score of the faculty's virtual performance and the virtual classroom management score before and after intervention (p < 0.05).
Table-1
The mean ± SD of the scores of the dimensions of the checklist before and after the intervention by gender
Gender | Score | Group | Mean ± standard deviation | The result of the paired t test (p-value) |
Male | Overall virtual performance | pretest | 56.44 ± 24.12 | T = 2.07 P = 0.07 |
posttest | 63.00 ± 16.49 |
Virtual classroom management | pretest | 18.25 ± 4.70 | T = 1.57 P = 0.16 |
posttest | 20.25 ± 6.27 |
Quality of course content | pretest | 14.63 ± 4.83 | T = 2.24 P = 0.06 |
posttest | 15.87 ± 6.15 |
Interaction organization | pretest | 13.13 ± 4.60 | T = 0.30 P = 0.77 |
posttest | 13.50 ± 6.21 |
Motivation management | pretest | 10.44 ± 3.48 | T = 1.57 P = 0.16 |
posttest | 13.38 ± 4.50 |
Female | Overall virtual performance | pretest | 59.00 ± 8.96 | T = 4.35 P = 0.005* |
posttest | 65.43 ± 9.64 |
Virtual classroom management | pretest | 20.35 ± 3.44 | T = 2.70 P = 0.04* |
posttest | 22.85 ± 2.19 |
Quality of course content | pretest | 14.00 ± 2.31 | T = 2.1 P = 0.08 |
posttest | 17.14 ± 3.13 |
Interaction organization | pretest | 13.64 ± 4.93 | T = 0.05 P = 0.97 |
posttest | 13.71 ± 5.61 |
Motivation management | pretest | 11.00 ± 4.26 | T = 0.80 P = 0.45 |
posttest | 11.71 ± 5.49 |
As shown in Table 2, there is a significant difference between the average overall score of the faculty's virtual performance before and after the feedback, only among the official faculty employed with permanent contracts (p < 0.05).
Table-2
The mean ± SD of the scores of the dimensions of the checklist before and after the intervention by type of cooperation
Type of cooperation | Component | Group | Mean ± standard deviation | The result of the paired t-test (p-value) |
Permanent Contract | Overall virtual performance | pretest | 61.19 ± 9.71 | T = 4.50 P = 0.003* |
posttest | 71.25 ± 9.09 |
Virtual classroom management | pretest | 21.00 ± 3.54 | T = 2.62 P = 0.04* |
posttest | 23.13 ± 3.27 |
Quality of course content | pretest | 16.63 ± 3.83 | T = 0.61 P = 0.56 |
posttest | 17.87 ± 4.61 |
Interaction organization | pretest | 14.37 ± 4.52 | T = 2.20 P = 0.07 |
posttest | 15.38 ± 6.16 |
Motivation management | pretest | 11.19 ± 3.96 | T = 0.47 P = 0.60 |
posttest | 14.87 ± 4.22 |
Hour work | Overall virtual performance | pretest | 61.00 ± 12.13 | T = 1.90 P = 0.19 |
posttest | 62.33 ± 16.44 |
Virtual classroom management | pretest | 18.83 ± 1.15 | T = 2.64 P = 0.11 |
posttest | 19.33 ± 2.51 |
Quality of course content | pretest | 16.83 ± 1.26 | T = 0.38 P = 0.74 |
posttest | 18.00 ± 1.73 |
Interaction organization | pretest | 13.17 ± 7.84 | T = 1.21 P = 0.31 |
posttest | 12.00 ± 8.19 |
Motivation management | pretest | 12.17 ± 4.26 | T = 0.65 P = 0.56 |
posttest | 13.00 ± 4.58 |
Temporary Contract | Overall virtual performance | pretest | 48.00 ± 5.61 | T = 0.48 P = 0.66 |
posttest | 51.25 ± 9.78 |
Virtual classroom management | pretest | 16.00 ± 5.30 | T = 2.70 P = 0.07 |
posttest | 19.75 ± 7.59 |
Quality of course content | pretest | 11.87 ± 3.94 | T = 2.10 P = 0.08 |
posttest | 12.50 ± 5.44 |
Interaction organization score | pretest | 11.50 ± 1.47 | T = 0.05 P = 0.97 |
posttest | 11.25 ± 1.26 |
Motivation management score | pretest | 8.63 ± 3.40 | T = 0.80 P = 0.45 |
posttest | 7.75 ± 3.20 |
As Table 3 demonstrates, only among faculty with more than 5 years of teaching experience, there is a significant difference between the average overall score of the faculty's virtual performance before and after the intervention (p = 0.02).
Table-3
The mean ± SD of the scores of the dimensions of the checklist before and after the feedback by teaching experience
Teaching experience | Component | Group | Mean ± standard deviation | The result of the paired t-test (p-value) |
5 years and less | Overall virtual performance | pretest | 57.00 ± 13.60 | T = 2.07 P = 0.07 |
posttest | 65.14 ± 15.00 |
Virtual classroom management | pretest | 17.71 ± 3.92 | T = 1.57 P = 0.16 |
posttest | 20.0 ± 5.51 |
Quality of course content | pretest | 12.43 ± 3.77 | T = 2.24 P = 0.06 |
posttest | 13.71 ± 4.95 |
Interaction organization | pretest | 16.36 ± 5.99 | T = 0.30 P = 0.77 |
posttest | 16.00 ± 5.16 |
Motivation management | pretest | 12.50 ± 3.80 | T = 1.57 P = 0.16 |
posttest | 15.40 ± 3.70 |
More than 5 years | Overall virtual performance | pretest | 58.20 ± 7.92 | T = 3.27 P = 0.02* |
posttest | 63.20 ± 12.59 |
Virtual classroom management | pretest | 20.56 ± 4.13 | T = 1.70 P = 0.14 |
posttest | 22.75 ± 4.13 |
Quality of course content | pretest | 16.00 ± 3.02 | T = 2.36 P = 0.06 |
posttest | 18.87 ± 3.44 |
Interaction organization | pretest | 12.50 ± 3.07 | T = 2.13 P = 0.08 |
posttest | 11.50 ± 5.65 |
Motivation management | pretest | 9.12 ± 3.06 | T = 2.25 P = 0.06 |
posttest | 10.12 ± 4.58 |