Evaluating Students Feedback Towards Teachers Performance on E-learning

Internet use in the Kurdistan region of Iraq has grown dramatically and has become an essential element of our daily lives, with hundred ISPs on hand and constantly increasing number of users by using e-learning platforms. The need for feedback is deeply linked to student participation and peer evaluation. It is also an issue of evaluation quality; how many feedbacks is made available, how they are given to students, how they are accepted by students, and to how much they are integrated into future instruction and learning. In this paper, three instruments, documentation, interviews and questionnaires were carried out to collect the data. Documentation was used to know the experiences of the students during classroom teaching and learning. The data were collected from the system application on our website. The data were called documentation. A survey is conducted comparing the feedback received from students on e-learning courses at the Duhok Polytechnic University (DPU), with the results of analyzed 100 teachers’ e-learning courses in the Covid-19 period in 2020. Eighteen questions have been asked to 7709 students in 14 technical faculties (6 colleges and 8 institutes) at DPU. The students’ responses were classified to the questions related to teachers’ experiences on preparing courses, students’ interactions, using available e-learning tools and methods. A review has been made on (100) teachers’ courses in the Moodle platform as LMS (learning management systems) to reveal their course preparation, experiences on using available technologies. Our results showed 34.92% of participant students satisfied with e-learning, this means that 65.08% of students preferred face-to-face learning (in class), regarding the trustiness of feedback, reviewed courses and students’ responses which were significantly mismatched. This means that student feedback is not entirely reliable in the learning process.