فهرست مطالب منیژه حسن پور

The purpose of this study is to design a model to increase the effectiveness of learning in virtual education systems of Bojnourd universities in 1399. The present study is a quantitative-qualitative research that in terms of data collection method due to the use of both qualitative and quantitative methods was also included in the combined methods. The statistical population in the qualitative section was 20 faculty members of Bojnourd universities randomly and in the qualitative section was 200 faculty members of Bojnourd universities including Islamic Azad Bojnourd government branch, Quranic sciences, Enlightenment, sages, medical sciences. The data collection tool in the qualitative part of the interview was semi-structured and in the quantitative part was a researcher-made questionnaire that was used to analyze the information of the software in the qualitative part using content analysis (Max Qudi) and in the quantitative part of SPSS version 22 and pls. became. According to the research results, the main components of effective learning education in virtual education systems in Bojnourd Islamic Azad University include the components of teaching-learning activities, flexibility, educational content and organization, interaction and feedback, user support, workload, Virtual education system, school, training, management and evaluation were identified.

As a result of the changes and developments in technology, the phenomenon of education has also gone out of its traditional form and has appeared in the form of distance education or electronic education. This research aims to validate the effectiveness of learning in the virtual education system of Bojnord universities.

This research was exploratory in the mixed-method research approach. The statistical population in the qualitative section is 18 faculty members and university lecturers from the universities of Khorasan provinces (Northern, Southern, and Razavi) who were selected in a purposeful and accessible manner. Statistical population of the quantitative part of the study included all academic staff members, faculty teachers, virtual education experts, and doctoral students of North Khorasan, South Khorasan, and Razavi universities were. The sample size was calculated based on Cochran's formula of 347 samples.

Based on the analysis of qualitative data obtained from exploratory interviews and coding and content analysis of the text of the interviews and, at the same time, their compliance with the theoretical foundations, and according to the opinion of the participants: The main categories and factors (dimensions) and sub-factors (components) influencing in increasing the effectiveness of virtual training can be classified into 5 categories or main dimensions and 40 sub-factors. The main effective dimensions are: From the administrative, administrative, and organizational factors of the university, the curriculum and educational design factors, the factors related to a professor's and comprehensive qualifications, the technological equipment and information technology infrastructure factor, and the cultural factors of virtual space. Finally, each identified component was examined through a questionnaire, and the results showed that the model has a good fit.

Therefore, it is strongly suggested that Azad University managers take the necessary measures and arrangements for students to access virtual platforms, high-speed internet, quality equipment, and update the equipment.

This research was conducted with the aim of identifying the components of the pattern of increasing the effectiveness of learning in the virtual education system of universities in North Khorasan province.

The present study was conducted qualitatively. The statistical population was the faculty members of Azad University and experts familiar with the field of virtual education, 18 people were selected by purposive sampling method, and theoretical saturation was reached with this number. The data collection methods in this research included library, semi-structured interview. Information was collected by theme analysis and using semi-structured interviews. To determine validity, the current research used the three-tier method. Data analysis was done by thematic analysis (using MaxQD software) and coding.

The research findings led to the identification and confirmation of 6 main categories and 40 subclassification factors.

The six main categories include curriculum and educational design, factors related to a professor's and comprehensive qualifications, factors of technological equipment and information technology infrastructure, credit and support factors, cultural factors of virtual space and managerial, administrative and organizational factors of the university