جستجوی مقالات مرتبط با کلیدواژه « virtual education » در نشریات گروه « علوم تربیتی »

With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.

 The purpose of the present study was to investigate encouragement and punishment in virtual education from the perspective of elementary school teachers in Niriz City. The research, using a qualitative approach with the phenomenological method, investigated the ways of encouraging and punishing virtual education. The scope of the research (community) included sample teachers of Niriz city and the participants (sample) were selected using targeted sampling (desirab2-le cases). A response interview was used to collect data. Thus, after interviewing 10 teachers, data saturation was achieved. The obtained data were analyzed according to Strauss and Corbin's coding. The results showed that the use of various methods of encouragement and punishment, observance of moderation, the use of innovative methods, and the use of the correct behavioral framework in the virtual classroom are among the main themes of encouragement and punishment. Also, to enrich the virtual education, making stickers from the audience and paying special attention to their differences was planned by the participants. Therefore, to maintain the learning motivation of learners and prevent deviations in virtual education, the use of encouragement and punishment is an undeniable necessity.

The use of virtual education and digital tools in the teaching process does not automatically lead to the success of university education systems or the realization of educational goals; rather, it is the effective use of these tools that contributes to professors' effective teaching. Defining and measuring effective teaching is not an easy task because effective teaching requires two-way communication between the learner and the instructor. In order to teach, the instructor first pays attention to students' individual characteristics and growth levels, and accordingly, adopts teaching strategies. The literature review showed that higher education professors play a key role in the effectiveness of their teaching in the virtual space. This key role is initially observed by paying attention to students' wants and needs, and then by having knowledge of electronic tools and creating content. Therefore, examining university professors' opinions about the characteristics of effective teaching in virtual education is of paramount importance. Given professors' key role in holding virtual classes and their knowledge and understanding of the dimensions and components of effective teaching in virtual space, this study aims to identify the dimensions and skills necessary for effective teaching in virtual education based on the opinions of Tehran University professors.

The qualitative research approach with a descriptive phenomenological method was selected for this study. Accordingly, the data were collected and analyzed using the Giorgi method, a criterion-based purposeful sampling method, and semi-structured interviews with eighteen participants. Giorgi analysis is a precise, clear, and step-by-step method that has five steps: familiarization with the data, identification of semantic units, regrouping of semantic units into clusters, conversion of semantic units into descriptive expressions, and combining and integrating them. To improve the credibility of the study, member checking, peer debriefing, external audit, thick description, and prolonged engagement were employed.

The results of this study led to the identification and classification of four dimensions and twenty-one components to measure effective virtual teaching in universities. These include: 1) the individual dimension (with four components: a- the role of developers, b- the role of professors and their personality traits, c- the role of students and their personality traits, and d- individuals' professional development), 2) the skills, competencies, and abilities dimension (with eleven components: a- pedagogical skills of education, bteaching skills, c- developing skills, d- knowledge of using electronic content, etechnology skills, f- professors' specialized competence and ability, gcommunication skills, h- the skill of developing students' participation, ipsychological skills, j- the skill and ability to relate course materials to the needs of society and the market; the link between theory and practice, k- the ability to evaluate students in a virtual environment, k- classroom management skills), 3) the infrastructure, equipment, and facilities dimension (with two components: aprofessors' and students' lack of access to digital tools and b- high-speed, stable Internet), and 4) contextual factors in effective teaching (including four components: a- the timing of classes, b- the role of the family, c- rules and regulations, and d- attention to professors' and students' physical and mental health).

The findings emphasized the differences between the virtual platform and the face-to-face platform, the redefinition of the roles of developers, professors, and students in the virtual space, professors' and students' personality traits, the importance of professors' skills, competencies, and abilities, as well as the significance of infrastructure, equipment, facilities, and contextual factors. According to the results, it is suggested that professors use self-directed learning methods and professional learning groups based on cooperation and learning communities to improve their abilities in digital skills, digital literacy, digital thinking, technology, content production, and platform usage. Furthermore, in their teaching in virtual classes, professors should pay attention to creative communication and interactive methods, as well as the use of technological capacities to create psychological actions, especially enhancing learning motivation. They should also utilize digital facilities to provide feedback and assign various tasks to their students.

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The aim of this research was to investigate the challenges and opportunities of virtual education from the viewpoint of student teachers of Farhangian University. the method of qualitative content analysis with inductive approach was used. The research community included all student teachers of Farhangian University of Kurdistan province, including 1245 male and 491 female students (academic year of 2021-2022) as well as written scientific resources in reliable databases from 2019 to 2022. The sampling method of student teachers was purposeful and based on reaching theoretical saturation. For the sampling of scientific sources, those sources that were more related to the research topic were selected purposefully. The data was analyzed and coded by inductive content analysis and finally the challenges of virtual education in the five final categories: 1) intrapersonal challenges, 2) extrapersonal challenges, 3) challenges related to the university, 4) educational challenges, 5) challenges related to educators were extracted. Opportunities of virtual education too were extracted into four final categories: 1) personal opportunities, 2) organizational opportunities, 3) educational opportunities, 4) formation of learning communities. So, it is recommended to be considered the practical suggestions presented in order to facilitate the management of the university's virtual education in the future.

The internship period is one of the most important parts of studying at Farhangian University; However, due to the corona virus, doing an internship in the virtual platform brought challenges that are very important to identify for the post-corona era. The qualitative phase was conducted through semi-structured interviews with professors and student teachers, which were extracted after coding the data.The components of qualitative phase became the basis for building a 52-question questionnaire for the implementation of the quantitative phase, and its reliability was calculated as 0.965 based on Cronbach's alpha using Spss 25 statistical software. In quantitative phase, the statistical population of the research includes all student teachers of Farhangian University who are undergoing an internship, of which 346 students were selected using stratified random sampling. Data analysis was done with statistical software Spss version 25 and Kolmogorov-Smirnov, binomial and Friedman tests.The findings indicate that the main harms of virtual internship in the present study are: low scientific-professional ability of some mentor teachers in the implementation of virtual internship,, low cooperation of school officials, guidance teachers and the offices of the place of service with the student intern, lack of full familiarity of the student teachers with the internship course,

Formal and face-to-face education in situations that face sudden changes can create consequences for the education system according to various conditions. One of the sudden changes in recent years was the spread of the Corona virus and as a result the virtualization of formal education. Formal education requires serious requirements to be able to efficiently realize the socialization of students. In this research, the issue of socialization of students in virtual education was considered. In this regard, the grounded theory method was used. The city of Yasouj, the capital of Kohgiluyeh and Boyer Ahmad provinces, was chosen as the research field. In order to gain a rich understanding of the changes that have taken place, we conducted in-depth interviews with students. Sampling continued until the theoretical saturation stage was reached and finally an in-depth interview was conducted with 21 students. For data analysis, open, selective and central three-stage coding was used. From the analysis of interviews with students, 14 categories and 109 codes were obtained. "Insufficient socialization" was also chosen as the core category. The changing shape of the educational system, the evolved human relations and the problem of free time were the reasons for insufficient socialization. Two intervening conditions, called students' mental-psychological conditions and family interaction and education, and two contextual conditions of insufficient infrastructure and inequality were also extracted. In this situation, students engage in two acts of loitering and loitering. Problematization of the student's role, decline in the quality of education, spread of social harms and virtual opportunities as consequences of insufficient socialization were extracted from the interviews with students.

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

Content analysis is one of the documentary and covert methods that deals with the systematic, objective, quantitative and generalizable examination of the communication messages in the text and as a result does not enter into the interpretation and semiotics of the message content.The purpose of the present research is to evaluate the third-grade Persian textbook of 2018-2019 based on the Clouse method and assess the degree of adherence of its content to the principles of planning in setting the structure. The case study was the third-grade Persian book, a random sample of 26 third-grade elementary school students in Shiraz city was selected to implement the cloze method. A researcher-made test was used to collect information. The analysis of the information showed that the content of the material is self-learning and independent. So it is suggested that the teachers use the students' abilities in teaching this lesson in the virtual education or teaching in multi-grade schools and focus more on other lessons.

The Corona epidemic was initially considered a problem in the health field, but it suddenly covered all the different fields of the world. In the meantime, one of the fields that underwent a great transformation was education. The current research seeks to identify and categorize the dimensions of the challenges of education in the era of Corona in primary school. It is practical in terms of purpose, descriptive in terms of data collection, and qualitative of phenomenological type in terms of nature of the data which was done using the exploratory strategy. The statistical population was the teachers, parents and students of Saleh Abad city and its villages, who were selected for the interview using the non-random sampling method and according to the rule of saturation and maximum diversity (10 teachers, 10 parents and 10 students). A semi-structured interview was used to collect data. To validate the qualitative data, the participant review method was used. The information was coded using maxqda software version 2020 and by thematic analysis method. By analyzing the themes of virtual education, problems were identified in "physical","psychological","educational"and"infrastructural" fields. The analyzes showed that due to the lack of a suitable platform, especially in the deprived areas of the country, and the physical and psychological conditions of the students in the elementary level, the implementation of virtual education in the context of the Shad network and radio and television has problems such as academic failure, lack of sleep, lack of motivation, excessive fatigue, dry atmosphere and boring education, dropping out of school, failure to observe course budgeting, inefficient evaluation, failure to fully teach courses, inability to recognize students, anxiety and stress, aggressiveness, dependence on virtual space and inactivity created for teachers, students and their parents, which by reforming the virtual education method can help reduce these problems and increase the benefit of this type of education.

the main purpose of this study was to analyze the lived experiences of elementary teachers in virtual education during the covid-19 pandemic.which was conducted by using the phenomenological method. Data were collected using semi-structured interviews. The participants were 16 elementary teachers in Ahvaz, who were selected through targeted sampling of the maximum difference type, and the interviews continued until theoretical saturation. The interviews were analyzed using the Colaizzi method.The analysis of teachers’ experiences initially identified 55 basic themes.then they were categorized into two categories of first and second organizing themes(positive and negative experiences related to educational content, teaching method, educational equipment, students' learning activities, evaluation, grouping, time and space, parents and teachers). The deep analysis of the interviews led to the identification of positive experiences suchas the promotion of media literacy, providing the possibility of quick feedback,,using multimedia content, and some negative experiences suchas the difficulty of producing content,, the lack of equipment, the decrease in student motivation and the reduction of their participation in activities. Considering the different experiences of teachers from facing virtual education, It’s necessary to pay attention to various aspects of these experiences in order to improve performance and more effective activity inthe field of virtualeducation.

The present study was conducted with the aim of analyzing the work adjustment process of elementary teachers during the Coronavirus pandemic period. To conduct this research, a qualitative approach and the method of grounded theory based on the systematic design of Strauss and Corbin (2015) were used. The field of research included all elementary teachers in Qeshm who were selected 18 of participants by theoretical and convenience sampling in the findings. Research tool was a semi-structured interview and for the data analysis the three stages, open coding, axial coding and selective coding were used. In order to get assured of the validity of the data, the four criteria of Lincoln and Guba including: credibility, dependability, confirmability and transferability were used. The theory derived from the findings was created around the category of "incompatible orientations of beneficiaries". According to the findings, the incompatible orientations of beneficiaries towards virtual education are not mainly related to its nature and functions, but are more influenced by the conditions and context of providing virtual education. In such a way that most of the teachers have taken contradictory measures to adapt themselves to virtual education.

The main goal of this research was to investigate the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. The most important process in any educational system is evaluation. Because it helps the teacher and the student to reach the educational goals with confidence, and by showing the strengths and weaknesses of the teaching and learning processes, it provides the tools for correcting and improving them in time. Descriptive type of evaluation is one of the important pillars of educational changes, because due to the importance of the elementary school, the need for a creativity-oriented evaluation system, which focuses on assignments and activities, seems mandatory, so that positive feedback can be provided to students. In the meantime, due to the restrictions caused by the Covid-19 pandemic, virtual education is proposed as one of the important applications of new information and communication technology in Iran and many countries of the world, especially in the primary period. Extensive activities were started in this field. Distance education (online education) has been one of the most prominent changes required by schools in this era. Because these critical conditions in the vital matters of education have required teachers and students to quickly adapt themselves to distance education, and in this way, changes in the type of teaching, the learning process, and especially the evaluation method were achieved (Bubb & Jones, 2020; Hassani, Gholam Azad & Naveedi, 2022; Kim & Asbury, 2020). Apart from the favorable points of the virtual education process in advancing the learning process, in the pandemic situation, voice messages in virtual groups, online surveys, discussion boards and chat boxes have become the main components of descriptive evaluation in the virtual classroom. However, the resulting weaknesses are significant. Among the biggest problems of teaching and learning in virtual education, we can point out the lack of an efficient way for learners to measure their progress and the poor quality of this type of evaluation by teachers (Moss et al, 2020; Folkman, Josefsson & Fjetland, 2023). It seems that this plan is far from its ideal state and has not been able to achieve the specified goals and there is a lot of dissatisfaction among the implementers of this plan. For example, the objectives of the plan are not clear, the interpretation of information in the form of scales is difficult and tasteful. Confusion of students in entering higher grades and lack of evaluation and feedback from teachers during and at the end of the year. An example of the challenges and problems in this approach is descriptive-qualitative evaluation, especially in online and remote conditions. (Khazai, Golamhosseini Frieze Handi & Samadi, 2017).Although there are different theories regarding the strengths and weaknesses of qualitative and descriptive evaluation in education, and of course, most of the literature is related to descriptive evaluation in face-to-face education. The experience of expert teachers in this field should be carefully examined.In this regard, the present research intends to examine the following questions:1- What are the strengths of descriptive evaluation in virtual education from the perspective of primary teachers?2- From the point of view of elementary teachers, what are the weaknesses of descriptive evaluation in the course of virtual education?The current research design is combined (exploratory-sequential) and two phenomenological and descriptive survey methods have been used. The participants of the qualitative part included descriptive evaluation teachers, leaders, heads of educational groups and primary teachers, data collection reached theoretical saturation through semi-structured interviews with 16 of them. The analysis method in the qualitative part was thematic analysis (comprehensive, organizing and basic). In the qualitative part, the results were identified and classified in the form of two comprehensive themes, 6 organizing themes and 44 basic themes. In the quantitative part, the statistical population included all the primary teachers of Mazandaran province in the number of 9464 people. The statistical sample was estimated to be 370 people using Morgan's table. The data collection tool was a researcher-made questionnaire and it was analyzed using exploratory factor analysis with the help of SPSS software. In the quantitative part, the strengths include: increasing psychological capital and collaboration (10 items) and improving the learning flow (7 items) and the weaknesses include: weak interaction (10 items), structural weakness (6 items), educational weakness (7 items), weak data collection and evaluation (4 items) were identified. Descriptive evaluation in the virtual environment has significant weaknesses in addition to its strengths. Neglecting them will cause serious damages in the primary education system.The findings of this research show, on the one hand, that descriptive evaluation in virtual learning environments has facilities and capabilities that can be used to use effective methods and strategies to evaluate students' learning and this in Meanwhile, the usability of these facilities and tools is very important for teachers and students, as well as the validity of the evaluation results. They mean the facilities that according to today's conditions in terms of speed, bandwidth, hardware facilities of students and teachers are compatible with them. But on the other hand, the inefficiency of the descriptive evaluation system in virtual education has occurred more than before in this research. It seems that descriptive evaluation in the virtual classroom has many weaknesses and cannot fully consider all aspects of the evaluation. The reason for the failure in collecting information, processing it, etc. has caused a dull atmosphere. It is clear that the successful implementation of the descriptive evaluation program in virtual education is dependent on the observance of various and numerous pre-requisites and facilities, the lack of attention to the observance of these pre-requisites will reduce its effectiveness and cause many damages to the primary education system. will be. According to the discovery of a reality related to the emergence of a wide range of mental and physical pressure on elementary teachers, it is necessary to conduct independent and comprehensive research on the manner, extent and process of the formation of this space in order to prevent the escalation of this problem and its subsequent consequences. on the teachers, and solutions should be considered to reduce this pressure and improve the conditions of the teachers. It is suggested that in order to carry out a better and more complete descriptive evaluation, the officials of the Iranian educational system should include integrated education (in-person-virtual education) in their agenda

The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education. The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software. The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p). According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.

In the present study attempts are made to investigate the effect of interactive AR-based education on biology education. The study is actually conducted using a quasi-experimental pre-test-post-test design in which both control and experimental groups are subjected to retention test. A sample of 54 students of Shahed school selected from the population (11th grade female students of experimental sciences in Pakdasht city), were randomly assigned to control and experimental groups. The control the experimental groups was trained traditionally and using the AR technology respectivelly. Research questionnaires include Kolb'd Learning Style Inventory (LSI) and researcher-made learning-retention evaluation questionnaire. In control and experimental groups, the difference between pre-test and post-test scores was significant and the higher mean score of the experimental group distinguished it as the better learning group; However, the non-significance of the difference between posttest and retention test scores indicated acceptable retention in both groups. In addition, a lower drop in the score of the experimental group confirmed the consolidation of learnings in this group. Analysis of Learning Styles Questionnaire also confirmed the effectiveness of the educational method. The results obtained from the researcher-made questionnaire also showed embracement of this method by students.

This study aims to provide a model to improve the quality of teacher-student interaction in universities’ virtual education systems.

  This research is applied in terms of purpose and follows the qualitative and content analysis approaches. The study population consisted of teachers of the non-governmental University of Science and Culture (including faculty members and invited teachers) from whom the required sample was selected purposefully. Theoretical saturation was obtained through seventeen semi-structured interviews Non-interference of the interviewers' prior knowledge, accuracy in analyzing and coding the information, and re-coding and verification of the transcripts of the interviews by the interviewees were observed to ensure the reliability and validity of the research.

The effective factors for improving teacher-student interaction quality were identified in the form of 54 initial themes, 10 basic pre-organized themes, and five secondary pre-organized themes. The components related to the selected themes were educational and technical skills, communication quality, quality of facilities, and improving the attitude and supervision of the educational system. 

According to the prioritization of the selected themes, the factor of "educational and technical skills” with 32% repetition is the most important priority in terms of improving the interaction between teacher and student. The "attitude improvement" factor was of secondary importance. "Communication quality", "facilities quality", and "education system monitoring" were also in the next ranks, respectively..

The purpose of the present study is to investigate the lived experiences of student teachers about the use of technology in virtual education. The research method is qualitative and phenomenological. The participants in this study were female students of Farhangian University of Makazi Province, who were selected by the purposive sampling method and with the criteria of setting two semesters of virtual education (N=16). In order to collect data, a semi-structured interview method was used. Data analysis was carried out using the seven-step Claysey method. The obtained results indicated the existence of two general themes of challenges and opportunities of using technology in the virtual education of student teachers. These challenges include the lack of acquiring the necessary competencies in learning courses, organizational problems, curriculum problems, problems caused by the lack of face-to-face communication and the lack of infrastructure. At the same time, the use of technology in virtual education has some opportunities such as removing time and place restrictions, increasing access to content, and developing technology materials for students. According to the results, it is necessary to provide the necessary support to adjust the challenges of virtual education.

The present study was conducted with the aim of "Perception of Arak University faculty members from virtual education in the period of Covid-19 19". In terms of purpose, it is applied and with a qualitative approach of phenomenological type. Potential participants in the present study were all faculty members of Arak University who participated in the present study using the saturation method of 21 people and the questions were asked through semi-structured interviews in approximately 32 to 70 minutes. Data were analyzed using content analysis technique. The content analysis of the interview data resulted in 164 basic themes, 14 second stage organizing themes, 5 first stage organizing themes and 1 comprehensive theme, based on which was the life experience of Arak University professors from virtual education during the prevalence period. Virtual education as an opportunity, lack of technical-social context required for virtual education, insufficient preparation of teachers, reduced quality of education and negative psychological consequences. According to the obtained results, it can be stated that Corona pandemic on the one hand has increased the skills and educational experience of all stakeholders and on the other hand has caused physical and psychological injuries; Therefore, according to the themes discovered from the lived experience of the faculty members of Arak University, it is possible to provide virtual education in a qualitative manner.