جستجوی مقالات مرتبط با کلیدواژه « آموزش مجازی » در نشریات گروه « فناوری اطلاعات »

In the following article, we have examined the advantages and disadvantages of virtual education and the student educational network (SHAD). By using SWOT analysis, plans and strategies have been developed in order to use SHAD system in post-corona era. In terms of purpose, the present research is a part of applied research, and in terms of research method, it is causal-comparative or post-event, analytical-qualitative. In this qualitative research, using a researcher-made questionnaire, we collected data from people involved in virtual education (teachers, students, administrative staff, and parents). The validity of the questionnaire was estimated at 0.87 using Cronbach's alpha method. According to the research, the main advantages and disadvantages of virtual education in the context of the happy system are: The ability to record educational content and review and repeat (opportunity), access to educational content available in the system (strength), the need for high-speed internet (weakness), and creation of physical and psychological problems for students (threat).

The digital divide, like other social divides, forms a kind of social inequality. This form of social divide is the gap in access to digital tools and digital skills. Inequalities in access to digital tools and knowledge and skills can increase social and educational inequalities by transferring students from school to the labor market, and also affect the rate of migration from rural to urban areas. As schools resume education and restrictions are lifted, understanding how developing digital skills during the Covid-19 pandemic may exacerbate social and educational inequalities for some students is becoming more important. Because students in the same classrooms may have different learning. In fact, the extent to which citizens benefit from digital and media tools determines their position and place in the society and the spatial structure of the village and city. Therefore, the main goal of this research was to investigate the digital divide of virtual education of students in Alborz province during the Covid-19 pandemic.

The current research was practical in terms of purpose and descriptive-analytical research in terms of the nature and method and was a documentary-field study in terms of data collection. The statistical population of the present study included the students of the central part of Karaj city in 1400, a questionnaire was used to collect the necessary information, the required data was obtained by completing 196 questionnaires and using the stratified sampling method. In the current study, the digital divide was measured with four levels of physical access, skill access, how to use computers and the Internet, and the level of motivational access. Kolmogorov-Smirnov and Shapiro-Wilk tests were used to check the normality of data distribution, and non-parametric Kruskal-Wallis and Mann-Whitney tests were used to check the mean comparisons. The studied sample included government schools, private schools, gifted students' schools and board of trustees.

The results showed that there was a significant difference among students in terms of access to virtual learning opportunities during the covid-19 pandemic. Rural students compared to urban students had a higher gap in all four levels of physical access, skill, usage and motivation. Also, according to the findings, there was a significant statistical relationship between the geography of the place of residence and the challenges of online learning in the four levels of access mentioned. It was also observed that students who study in government schools have a significantly higher digital divide than the students who study in other schools. The results showed that the level of parents' education has a statistically significant effect on the digital gap of students, and female students have a smaller digital divide compared to male students. 

According to the results of this study, it is suggested that the current and future political efforts should be made with the aim of supporting rural students with disadvantaged social and economic backgrounds so that they not only physically access the Internet and other digital tools, but also acquire the necessary skills to learn and use the Internet. These solutions can be a tool to reduce social inequalities in education in different geographical areas. The digital divide can weaken the social wealth and even erode it. If it is not resolved or at least not reduced, it may have harmful economic, cultural, social and political effects for the rural society. Therefore, it is suggested that by developing the infrastructure and increasing the level of digital literacy of students, the ground will be prepared for the reduction of digital divide. Also, it is necessary to make political efforts with the priority of supporting rural students with disadvantaged social and economic backgrounds to be a tool to reduce the digital divide.

The spread of the corona virus has caused the closure of face-to-face education and the forced transition of the country's education system to virtual education. After two years, when virtual education has gradually ended and face-to-face education has been established, it is necessary to study the challenges and problems of virtual education from the perspective of teachers as the main pillar of education. This research has been done with the aim of studying the challenges of virtual education and evaluating teachers of this style of education. This study was conducted in the framework of a qualitative approach and with the phenomenological method, in which data was collected using a semi-structured interview. The interviewees were 12 elementary school teachers in Tehran who were selected through purposive sampling and the interviews were continued until theoretical saturation was reached. The findings of the research showed that teachers' perception of the challenges of virtual education includes 4 main themes and 19 sub-themes, which main themes include material and technological challenges, challenges of education governance, challenges of the hidden elements of education, and challenges of the teacher training system.

To ensure the continuity of education during closures and quarantines, various methods such as television education through the Education Network and content production by teachers were offered on social networks. However, to organize virtual education, the Ministry of Education designed and implemented the Student Educational Network Application (Shad), where, similar to the real structure of a school, the student enters a class and follow the educational process. In this system, monitoring virtual classes and students' attendance is the responsibility of the school principal and administrative staff. Teachers have the opportunity to use the online content available in this system, created by educational groups and course secretariats, alongside their teaching duties.

The present research was practical in purpose and exploratory in sequential asynchronous method. The statistical population in the qualitative part included all primary school teachers who were studying and had experience in virtual teaching with the Shad program. The statistical population in the quantitative part included all primary school teachers in Sistan and Baluchestan province, amounting to 14,230 individuals. Based on purposive sampling, 40 primary school teachers with experience were selected for the qualitative part based on theoretical saturation. The sample size in the quantitative section, according to the Krejcie Morgan table, was 374 individuals, who were selected using simple random sampling. A total of 219 questionnaires were collected. In the qualitative part, a semi-structured interview was used, and in the quantitative part, the Shad Network Virtual Education Questionnaire (taken from the analysis of interviews) and the educational quality questionnaire of Mousavi et al. (2016) were used to collect data. For data analysis in the qualitative part, Corbin and Strauss coding method (1998) was used. Descriptive analysis, Friedman test, and correlation coefficient were used for data analysis in the quantitative part. Calculations were performed using SPSS23 software.

Based on the interviews conducted, three Pathology were identified for the structural factor (including: technical performance, design and aesthetics, teaching capability). From the teachers' points of view, among the factors, the technical performance factor with an average of 2.45 and a rank average of 3.30 was the first priority, and the design and appearance factor with an average of 2.19 and a rank average of 1.97 was the last priority. Two types of Pathology were identified for the behavioral factor (including: supra-individual and individual). From the teachers' perspectives, among the factors, the supra-individual factor with an average of 2.69 and a rank average of 3.64 was the first priority, and the individual factor with an average of 2.55 and a rank average of 3.43 was the last priority. Two types of Pathology were identified for the contextual factor (including: economic and social). From the teachers' perspectives, among the factors, the social factor with an average of 2.42 and a rank average of 3.80 was the first priority, and the economic factor with an average of 2.12 and a rank average of 3.33 was the last priority. Furthermore, there was a significant negative relationship between the identified Pathology and educational quality.

According to the findings, which showed that the most damages were in the structural part of the Shad network, and there was a negative relationship between these damages and the quality of education, it is recommended to the creators of this network to take measures such as increasing the volume and speed of downloads in order to fix the structural problems and content, make the user environment more attractive and increase information security. It is also recommended to education managers to provide electronic education facilities in all schools and to hold educational workshops to develop and empower teachers in using education networks.

With the spread of COVID-19 and the closure of universities, the possibility of holding face-to-face chemistry laboratory courses was lost. And universities inevitably used alternative solutions to provide laboratory courses. Farhangian University, like other university centers, switched to online education. This current research aimed to investigate the level of mastery of computer skills and digital literacy, as well as the quality of teaching and the effectiveness of virtual teaching of chemistry laboratory courses from the perspective of chemistry student-teachers at Farhangian University.

The research was applied in terms of purpose and cross-sectional in terms of time. The research data were collected using a descriptive survey. The statistical population of the research consisted of student-teachers of Chemistry Education in the campuses and higher education centers of Farhangian University in the academic year 1400-1401, who had the experience of face-to-face and virtual education of chemistry laboratory courses. The research tool included a researcher-made questionnaire with 25 items on a 5-point Likert scale. Five chemistry faculty members of Farhangian University confirmed the validity of the questionnaire, and its reliability was calculated by Cronbach's alpha method, with a coefficient of 0.97. The questionnaire was prepared through Google Forms. After obtaining legal permissions, the questionnaire link was sent to the target group via email. And they were asked to complete the questionnaire if they were satisfied. A total of 180 students completed the questionnaire and submitted it. The collected data were analyzed using SPSS (20.00) software and descriptive and inferential statistical methods. Semi-structured interviews were conducted with 10 participants. Participants were assured that they would remain anonymous.

Overall, participants' opinion about computer skills and digital literacy was favorable ( = 4.38, p < 0.05). In the components of the quality of education (  = 3.22, p < 0.05) and the effectiveness of virtual education of chemistry laboratory courses (  = 3.15 and p < 0.05), relatively favorable score were obtained. The difference in the average score of the research components according to the year of entering the university was not statistically significant. However, there was a statistically significant difference between the average score of the quality of education component according to the gender of student teachers. Tukey's post hoc test showed that male participants obtained a higher average score in the education quality component than female participants. The students' opinions on two items, "I was satisfied with conducting laboratory units virtually" and "the level of learning in online chemistry laboratory classes was good", were unfavorable. Examining the interviews showed that students often described their computer skills and digital literacy as favorable, although they were dissatisfied with the lack of computer skills of some professors. Several interviewees stated that some professors tried to make teaching as effective as possible using virtual laboratory software, videos, and related clips.

Respondents' dissatisfaction with conducting chemistry laboratory units in a virtual way and their level of learning in online classes of chemistry laboratories was not favorable, showing that the level of satisfaction with the virtual education of chemistry laboratory courses presented in a virtual way was not good. Most interviewees admitted that the disadvantages of virtual classes were more than their advantages. There may be a direct relationship between greater satisfaction with the quality of education in the group of males and the probability of their employment and earnings money. In conclusion, the best method to improve online education is a combination of digital literacy, computer skills, creativity, using different educational tools, and active teaching-learning approaches. These results can be provided to administrators and planners of Farhangian University and the Ministry of Education. These results can help them to use operational strategies to compensate for possible deficiencies in the professional competence of chemistry student teachers in the laboratory courses provided virtually.

Virtual learning has become an integral part of today's learning. Therefore, the continuous evaluation of the quality of these learnings is one of the basic missions of the educational system, and the existence of a valid tool to measure these learning is necessary. On the other hand, in the field of virtual education curriculum, a tool that can measure all aspects of elementary education curriculum elements has not been developed. Therefore, it seems necessary to build a reliable tool. According to this, the purpose of the current research was to construct and validate the quality assessment scale of the virtual education curriculum of elementary school in Iran's educational system.

The research design was a combination in order to make a tool for measuring the quality of the virtual education curriculum of the elementary school. The participants in the content validity section were 12 experts in the field of virtual education, and in the construct validity section, there were 217 elementary teachers from Central Province, who were selected by stratified random sampling method. In the first stage, by reviewing the upstream documents, curriculum guide, articles and studies in the field of virtual education indicators were abstracted and then validity and reliability were calculated. In order to analyze the data, content validity index of Lavshe, confirmatory factor analysis and correlation coefficient of the items were used. Data analysis was done using SPSS and SMART PLS software.

  In the first stage, 51 indicators (items) were extracted in the form of 4 basic components to measure the curriculum. Then, by checking the content validity of the scale using Lavshe's validity index, 48 items in the form of 4 components of goal, content, teaching-learning strategies and evaluation of learning with validity of 0.77, 0.95, 0.94 and 0.98, respectively, were identified. In the next step, in order to check the construct validity of the desired scale, confirmatory factor analysis was used, and the results showed that except for one item (item 42), the rest of the items had a favorable factor load and after modifying the model (item 42), the t coefficients of all items in all components were higher than 1.96, which indicated the suitability of the measurement model. Also, the combined reliability for all components was greater than 0.70, which indicated the reliability of these variables or scales. The average variance extracted, which measured the convergent validity of each scale, was higher than 0.50, which indicated convergent validity. In total, the results showed the reliability and validity of the components of the virtual education curriculum scale and the tool made to measure the quality of virtual education includes 48 items and was designed in the form of four components: goal, content, teaching, learning and evaluation strategies.

Considering that virtual learning has become an integral part of formal education in Iran's educational system, this tool can be used to measure the quality of these instructions. In addition, this tool helps the administrators and policy makers of virtual learning to provide the required platforms for virtual education based on the intended curriculum.

Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful design of various interactions in the virtual learning environment develops existing capacities to strengthen electronic education programs and increases the quality of learning. Therefore, considering the importance of interactions in the virtual learning environment, the present research aimed to explain the elements of the higher education curriculum (goals, content, teaching-learning activities and evaluation methods) based on the types of educational interactions in the virtual learning environment and by providing solutions It helped the teachers to organize effective e-learning courses.

This research was a descriptive and applied study. The statistical population of the research included the faculty members of Shahid Bahnar, Farhangian and Medical Sciences Universities of Kerman; according to Morgan's table, 297 people were selected as the statistical sample using quota sampling method. To collect research data, a researcher-made questionnaire tool was used, and its validity and reliability were determined as 0.86 and 0.92, respectively. To analyze the research data, one-sample t-test, confirmatory factor analysis and structural equations were used, and SPSS23 and AMOS23 software were used. The measurement model was estimated using structural equation modeling.

The results showed that some categories effectively would create and increase educational interactions in the curriculum elements based on the types of interactions in the virtual learning environment. The effective categories in the element of objectives included teachers' attention to educational interactions, paying attention to educational interactions at the ministry level, realism in objectives, and comprehensiveness of objectives. The effective categories in the content element included students' participation in the preparation of electronic content, ease of access to content, use of interactive content, polling of students, a compilation of course content in accordance with the latest scientific findings, preparation of interactive content by professors, Digital Library Update, and interactions between professors. The effective categories in the element of teaching-learning activities included participatory teaching methods, use of social networks, use of tools such as chat rooms, providing feedback, awareness of the need for interaction, encouraging students to seek information from various sources, sharing their previous experiences, networking among students and various information sources, sharing the latest scientific achievements in the field among fellow professors. The effective categories in the element of evaluation methods included process-oriented evaluation, assigning a part of the grade for individual or teamwork and class participation, evaluation of each student's individual work by her classmates, and critique of other students' opinions. Also, the results showed that the elements of the higher education curriculum based on the types of educational interactions in the virtual learning environment were related to each other. The results showed that the factor analysis model had a suitable fit for the design of the desired model and this model could be used in the higher education curriculum to create and increase various types of educational interactions in the virtual learning environment.

In general, the results of this research indicated that the creation and increase of educational interactions in electronic education could improve the quality of education. Therefore, it is recommended that designers, faculty members, planners, managers and in general curators use the model proposed in the current research IN E-learning courses.

Virtual education is a new approach to education in formal and informal education systems. In the meantime, identifying the challenges and obstacles of this educational platform will improve the efficiency and effectiveness of this educational approach.

The approach of the present study is qualitative and its method is synthesis research. The research community is all articles (296 articles) on the challenges and barriers of e-learning. The research sample is 31 articles, which have been purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied articles.

By analyzing the data, the challenges of e-learning were organized in 5 dimensions, 18 factors and 86 components. Based on the findings, the selected components of e-learning challenges include behavioral challenges, organizational challenges, educational challenges, cultural-economic challenges and infrastructural challenges.

Identifying the challenges of e-learning provides a good platform to address these challenges and improve e-learning approaches. It is hoped that curriculum planners, taking into account the results of this study and research such as this, which is the result of the existing research background in this field, will take basic steps in order to properly organize e-learning programs

The use of digital technology for teaching and learning has been discussed for decades, but now and in the post-Corona era, due to the problems of the COVID-19 pandemic, it has become the focus of many educational institutions. The effect of COVID-19, in a short period, brought about a huge change in the way of education and learning and even completely blocked some educational activities. As a result, education administrators have turned to other alternatives to replace face-to-face or traditional learning. Virtual education is one of the very important and serious programs proposed and carried out by educational institutions in that era, now and in the post-Corona period. The quality of designing and providing virtual education, like face-to-face education, depends on several inputs such as the teacher, learner, technological tools and education design, financial resources system, educational policies, and so on. Among the listed factors, the lecturers of these courses are of special importance. Therefore, according to the change in the teachers’ role, their previous skills can no longer be answered, and teachers, in addition to acquiring the necessary skills in the traditional learning environment, need empowerment in various fields, which is the most important step in achieving this important identification. Today, few universities can improve and develop without providing training courses to empower their faculty members, and this is doubly important in the post-Corona period when universities place a lot of emphasis on virtual education. This is because in the Corona and post-Corona period the emphasis on virtual education in higher education and increasing its use, requires special knowledge, skills, and abilities for professors To achieve this, identifying the skills of lecturers in virtual education, it seems essential and paying attention to these skills will lead to the growth of professors and as a result, improve the quality of virtual education. In particular, there is no significant study for the post-Corona period in the context of the research topic, and there is no study on identifying and explaining the teaching skills of teachers for virtual education using the methods of content analysis and fuzzy Delphi. Therefore, the present study aims to identify and explain the skills of academic staff members in virtual education in the post-Corona period in a precise manner using the approaches of content analysis and fuzzy Delphi and presenting a conceptual model.

This research is an applied and descriptive research and the combined research methods of interview, content analysis, and fuzzy Delphi were used to collect and analyze information. The statistical population of the research is 20 experts and professors of the Shahid Bahonar University of Kerman. Data were collected through in-depth and semi-structured interviews. Then, all the interviews were analyzed with the method of content analysis, and the skills were extracted and identified. Then, skills were refined and explained in four survey stages using the fuzzy Delphi method.

In the interview with the experts, two main questions were used to measure the skills and competencies of academic staff members for virtual education in the post-Corona period. The results of the qualitative section included 452 initial codes, which were reduced to 31 main codes and five main categories after data reduction and merging overlapping terms. These five main classes include moral-social, technical-technological, educational-learning, individual-managerial, and supervisory-supportive skills. Then, with a questionnaire, 31 identified skills were examined for refinement and confirmation in four stages. By examining the skills, the experts approved all of them with the fuzzy Delphi approach.

In this study, it was determined that 31 skills are considered for virtual education teachers. In the meantime, we can safely say that 12 skills of social facilitation and appropriate counseling, conflict management, professional and ethical commitment, strategies and applications of learning theories, scholarly and research skills and knowledge sharing, skills to facilitate the teaching process, online lectures, encouraging and motivational skills, administrative and operational organizational skills, maintaining communication with students after completing the course, feedback, and monitoring learning activities, which were approved in the first round of the fuzzy Delphi method, are the most important skills of virtual education. Therefore, more emphasis should be placed on these skills in the post-Corona era in virtual courses.

The aim of this study was to identify the factors affecting the technological literacy of teachers in virtual education in Shad network. The research method was applied in terms of purpose and descriptive in terms of data collection. The statistical population of this study was 142 female teachers in primary schools of Ghaemshahr Education Department in 2021-2022. Sample size using Krejcie and Morgan table, 103 people were selected by simple random sampling method. The data collection tool was a researcher-made questionnaire. The face and content validity of the questionnaire was confirmed by expert professors. Its reliability was calculated using Cronbach's alpha coefficient for all research variables above 0.70. SPSS26 and PLS statistical software were used for data analysis and path analysis was used. The results showed that in-service training, curriculum planning with technological approach, hardware infrastructure, software infrastructure and electrical content are the factors affecting teachers' technological literacy and hardware infrastructure is the most influential factor and curriculum planning factor Technologically, it has the least impact on teachers' technological literacy in virtual education in Shad Network.

The present study was conducted to identify the competencies of managers of e-learning (virtual) approach in the Islamic Azad University, Khuzestan Branch. This study is a combination of meta-analysis of qualitative research. The studied statistical population in the qualitative part of the research is based on the data theory of the foundation. The research method is data based on the type of research. The statistical population of experts (at least 5 years of management experience) 30 people were selected by snowball method. The method of data collection was interview to theoretical saturation. The methods of data analysis were open coding, axial coding and selective coding. The results of the analysis of the interviews showed that the meritocracy components of the managers of the Islamic Azad University of Khuzestan Province led to the identification of 186 items, 12 components and 4 dimensions. In a small part, Friedman test was used and priorities were used based on mean weighting. Specialized - knowledge competencies (educational competencies, research competencies, scientific competencies, skill competencies), communicative competencies (individual competencies, organizational competencies, social competencies), competencies Structural-professional orientation (technological and technological competencies, intellectual competencies, personality competencies) Moral-value competencies (doctrinal competencies, spiritual "religious and cultural" competencies) were formed.

The present research has investigated the effectiveness and implementation of curriculum elements in the Shaad network from the perspective of primary school teachers.The present study is a research mixed with(qualitative-quantitative)approach,in terms of the objective, it is applied and descriptive-analytical.The statistical population of the research includes allprimary school teachers of the academic year1399-1400in the central part of Mirjaveh city,Sistan and Baluchistan province.The sample selection method was also purposeful;In this way,3 teachers and a total of 30people were selected for interview from every10elementary schools.The data collection tool in the qualitative part was the semi-structured interviews with primary school teachers, and in the quantitative approach, the use of researcher-made questionnaires.The method of qualitative data analysis three coding steps and for quantitative data, descriptive statistics was used. After analyzing the obtained data with emphasis on the main elements of the curriculum, 4general (main)categories,29sub-categories and81basic categories were identified as the most important key components for the pathology of the shad network.The results of the research showed that the degree of effectiveness and realization of curriculum elements(including goals,content, teaching-learning and evaluation methods)in the Shad network is relatively favorable;However, there is still a long way to reach the desired conditions, especially in the teaching-learning and evaluation methods.

Today, turning to virtual education in schools and universities along with face-to-face training is inevitable. Virtual education has received much attention in recent years in Iran. This becomes even more important and valuable when it comes to teaching practical courses. Architecture, as a field in which many of its courses are considered practical, would encounter serious challenges in students' learning if the important points in virtual education are not considered. One of the issues that may be overlooked in the field of virtual education is the discussion of learning differences among students. Learning style is a characteristic that determines how  students learn and how they prefer to learn, and the teacher also learns to identify and guide the needs of individual students. Failure to pay attention to the differences in students’ learning styles, especially in virtual education, where the teacher does not have much visual and face-to-face communication with students, will sometimes lead to a complete lack of transfer of concepts in education. Traditional classroom-based learning, on the other hand, typically leads to a consistent learning process that does not fit the learners’ different needs, while in targeted web-based learning programs, learning can be implemented properly. The cognition of the differences in learning process among students is one of the important factors in developing and improving education. Examining the different styles of students in learning, can be helpful to improve the quality of education and transfer better learning to students, especially in virtual education.

In this article, we try to know the four divisions of students' learning style, and their performance in different courses of architecture. The present study was conducted on 48 architectural students in their first semester (who has started their studies with virtual education) from different degrees) bachelor and associate degree) in architecture and interior design. Architecture students face different attitudes in various academic years. Because of the impact that cognitive changes have on students' learning styles, it was decided to consider the statistical population among the freshmen in order to reduce the impact of changes in students’ learning styles, so that students' initial learning style is identified. SPSS 23 software was used to analyze the data.

The results showed that the majority of architecture students in the bachelor and associate degree, from the selected community, used the adaptive learning style and the students of the interior design group had convergent learning styles. Studies also showed no significant relationship between degree and students' field of study with their performance. Also, the results of studies demonstrated that students with divergent learning style in the theoretical courses of bachelor’s degree in architecture field, had the best performance (with an average of 20), whereas students with convergent learning style in theoretical-practical courses of bachelor’s degree in architecture earned the lowest performance (with an average of 8.25). According to the results of the studies, it seemed that only in the bachelor’s degree students and in the theoretical-practical course (architectural design 2), there was a significant relationship (sig <0.05).

It is suggested that educators be aware of different learning styles at the beginning of each training course in order to consider a specific category for each group of people with a common learning style. By identifying their learning style, learners can use the flexible structure that e-learning allows to achieve the desired learning outcome.

Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this study was to investigate the relationship between teachers' virtual education indicators and academic achievement indicators.

The research method was a descriptive-correlation type. The statistical population of this study included all the male students of the final year of primary school in Abadeh, numbering 56 schools. To determine the desired sample using the non-random quota sampling method from among 65 schools, 10 schools were considered and from each school, a class with 15 students was determined and a total of 150 participants were selected as the quotas of 10 classes. The participants were considered to answer the proposed questions. Finally, the data were analyzed. The tools used to measure the relationship between variables were two questionnaires of teachers 'virtual education indicators (including three dimensions) and a questionnaire of students' achievement indicators (including two dimensions). In order to analyze the findings of this study in the descriptive statistics section, tables and graphical output of the frequency of SPSS software version 27 were used and to analyze the data via inferential statistics, structural equation modeling criteria, obtained from Smart PLS software version 3, were used to evaluate the model fit.

The results showed that there was a significant relationship between teachers' support, the quality of lessons and the use of up-to-date technologies with the rate of student learning and students' attendance (P<0.001).

It seems that increasing teachers' mental readiness and better understanding of the conditions of virtual education among teachers, providing infrastructure improvements, can lead to an increase in the quality of teaching lessons, as well as the maximum and useful use of technology tools in the virtual environment among students.

Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitudes of teachers, planners, and educational policy makers towards using more innovative approaches in education. The present study was conducted with the aim of investigating the effect of learning mathematics using the VAK(Visual Auditory Kinesthetic) method on the attitudes and academic performance of primary school students in virtual education during the Corona period.

The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all fifth-grade female students in Arak in the academic year of 1401-1400, out of which 30 students were randomly selected and assigned to  experimental (15) and control (15) groups. The experimental group learned 12 online sessions of mathematical concepts with the help of the VAK strategy in the  Shad Network e-learning program. Both groups were evaluated at the beginning and end of the training period through Aiken's (1978) attitudes towards mathematics questionnaire and the researcher-made math test. Descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance to test hypotheses) were used for data analysis.

The results of the research showed that there was a significant difference between the experimental and control groups in terms of the attitudes and academic performance (P<0.05) and the walk method led to an increase in the students' performance and attitudes towards mathematics.

According to the findings of the research, it can be concluded that the walk strategy would increase the students' mathematical attitudes and performance due to using of visual, auditory, functional content and paying attention to learning styles.

The need for virtual education has been always felt due to its advantages compared to traditional education, and during the outbreak of Covid-19 and the absence of students in universities, the necessity of this type of education increased. The aim of the current research was to investigate the effectiveness of virtual education on procrastination and concentration and attention of students of Payame Noor University in Kerman during the Covid-19 pandemic.

The current research method was semi-experimental using control and experimental groups. The statistical population was about 4000 students of different fields of Payame Noor University in Kerman. The sample size included 40 students who were diagnosed procrastinator through the pre-test and had a certain lack of attention and concentration. The sample was selected using convenience sampling procedures and the subjects were randomly assigned to two control and experimental groups. Also, these two groups were homogenized as much as possible in terms of academic term and age. The data collection tools in this research were two standard attention deficit disorder questionnaires by Swanson and Nolan Pelham (1980) and the academic procrastination scale by Solomon and Rothblum (1984). In the current study, the calculated Cronbach's alpha coefficient for the academic procrastination scale is estimated to be 0.86, which showed that it was at an acceptable level. Pre-test and post-test were conducted for each group before and after training. Virtual training in the form of a research method class was held in a virtual educational environment by Adobe Connect software using PowerPoint online in 12 sessions(2-hour) for the experimental group. Descriptive and inferential statistics in the form of tables and figures, as well as covariance analysis, Levine's test, and Shapiro-Wilks test were used to analyze the data. The subjects of the experimental group received the research method course in 12 sessions(2-hour) virtually, while the students of the control group were trained in the traditional way.

The findings of the research showed that virtual education was effective on academic procrastination and the concentration and attention of Payame Noor University students. It means that virtual education could reduce procrastination and increase attention and concentration among the students.

Due to the high flexibility of virtual education, students can learn according to their conditions and based on mental preparation, which prevents distraction and reduces interfering factors in concentration. It is also suggested that educational programs such as workshops are designed in order to improve the awareness and ability to use virtual education as an effective educational tool and also to improve the quality of hardware. Therefore, in addition to creating a culture in this field, there is a need to try to increase the level of knowledge and improve the quality of the required facilities and equipment. Therefore, it is suggested that due to the wide and complex topics of university courses and in order to reduce procrastination and increase the attention of students, the virtual education method be considered along with face-to-face education in the universities all across the country, especially after the end of the Covid-19 disease.

The aim of this study was to determine the role of media literacy and epistemological beliefs in technology acceptance of primary school teachers. The research method is descriptive and correlational. The statistical population of this study includes all teachers of the first and second grades of primary school in Yazd in the academic year 2020-2021, who were totally 2982 teachers; Out of this statistical population, 353 people were selected as the research sample using Cochran's formula by available sampling method. The research data collection tools consisted of three questionnaires: Davis Technology Acceptance, Potter Media Literacy and Schumer's Epistemological Beliefs. Data analysis was performed using Pearson correlation analysis, multiple regression. The findings showed that there is a positive and significant correlation between media literacy and teachers' epistemological beliefs with their technology acceptance and also 25.8% of the variance of technology acceptance by media literacy and epistemological beliefs has been predicted. In fact, the more primary school teachers enjoy media literacy and epistemological beliefs, the higher the technology acceptance. The results of this research can directly affect the acceptance of future online training courses and virtual course designers can benefit from it in a desirable way.

The purpose of this study is to investigate the causes of students' academic failure by emphasizing the virtual education of the happy program in the corona pandemic with a qualitative research method of thematic analysis. The statistical population of the study included the parents of primary school students in South Khorasan province who were selected by purposive sampling method and finally the data were saturated with 36 participants. Data collection tools in this study were semi-structured exploratory interviews due to the novelty of the subject and the lack of sufficient theory on the subject of the research. After collecting the data, they were analyzed by Strauss-Corbin method. Among the extracted concepts, 55 open source codes were classified into 11 code-based and 3 selective codes (contextual causes, educational causes and educational causes). In order to check the validity of the codings, the specialized agreement of the experts on the process and structure of the codings and to evaluate its reliability using the process evaluation form and the final coding structure, the method of agreement between the evaluators was used.

The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" due to the need to adapt quickly to e-learning environments. In advance, the benefits of these environments increased the demand for their usage in higher education. But today, given the special circumstances of the outbreak of the Coronavirus, this sudden change has undoubtedly posed challenges for educational institutions Although these environments provide numerous opportunities for learning, they require the readiness to become familiar with a wide range of technologies, the lack of which, both for teachers and learners and at the organizational level, poses some challenges in the implementation of online learning. In this regard, the present study was conducted to explore the challenges of faculty members in teaching and managing online learning environments.

The present study was conducted adopting a qualitative method with a phenomenological approach. The target population of the study included the faculty members of Kharazmi University. Data were collected through in-depth semi-structured interviews. The data collection process continued until the theoretical saturation was reached, based on which 19 interviews were conducted. The final reliability and validity criteria were used to confirm the validity and reliability of the data.

The results of the study led to the identification of the following categories: communication and interaction, presence and engagement, technical issues, quality, skill, evaluation, economic issues, time, and organizational challenges. As an important result, data analysis referred to the synergy and interrelationship of categories and the effects that they had on the quality of online learning. The most common codes were related to the categories of communication and interaction and presence and engagement, which were related to the category of skills and influenceed other categories

The analysis of the interviews showed that, it is possible to reach high-quality online learning by prioritizing these challenges and paying attention to key components. The emergence or consideration of these challenges, as well as their impact on each other, leads us to map the relationship among these challenges. The results of the analysis emphasize the need to pay attention to the sudden changes in the category of time, the emergence of related challenges, and the division of challenges into faculty members-related items individually or in relation to organizational challenges that include skill and quality. Now that the Coronavirus pandemic resulted in the rapid digitalization of higher education around the world, identifying and overcoming the challenges of entering or adapting to online environments is essential to guarantee the quality of the future of higher education.

One of the areas related to information and communication technology that can play an effective role in the transfer of human knowledge is web-based virtual education. Accordingly, and especially since March 2019 and due to the spread of Covid-19 pandemic, the use of virtual education along with face-to-face education in the higher education system has become a very tangible necessity. As a result, many universities have entered the field of virtual education for their students. In the present study, researchers sought to use a qualitative method to explain the experiences and views of stakeholders to extract the challenges of e-learning in the university. Therefore, the present study investigated the challenges and threats of e-learning in higher education during the pandemic from the perspective of the faculty members.

The method of the present study was content analysis in terms of applied objectives’ it was a qualitative study using semi-structured interviews. Participants in this study included professors of Allameh Tabatabai University who had experience of teaching virtual courses. The sampling method was purposeful and the sample size was completed till the theoretical saturation limit was obtained and accordingly, 18 professors of Allameh Tabatabai University were included in the sample. The research tool was a semi-structured interview form; content analysis was used to analyze the findings. In this method of analysis, according to the nature of the main research question, the threats of the implemented curricula were causally investigated and explained, and finally the challenges and harms of e-learning in universities during the Covid-19 pandemic were presented in the form of six main categories .

Based on the findings, the challenges of e-learning were classified into six main ones including 1) "Insufficient skills of the faculty members ‌ in selecting and using appropriate media", 2) "Faculty members’ weakness in the relative use of the virtual resources, web-based technologies, online consulting services, and technical support ", 3)" Faculty members’ weakness in the relative use of cyberspace to produce educational content ", 4)" Inadequate bandwidth in universities ", 5 "Insufficient speed of advances in updating digital content" and 6) "Inconsistency of the existing curriculum dimensions with virtual education".

Due to the outbreak of the Covid-19 and the importance of using virtual methods in higher education, it is necessary for professors in the virtual education and learning system to benefit from a variety of skills of the curriculum including objectives, content, teaching methods, teaching tools and tools and evaluation. Also, in explaining these findings, it should be noted that due to the serious challenges facing professors, it was suggested that familiarity with various e-learning software and their capacities for e-learning must be considered in the special training programs for teachers. Paying attention to infrastructures such as bandwidth, electronic resources and digital content, as well as the issue of keeping communication tools and equipment up-to-date and using new technologies of virtual education, including virtual social networks along with virtual education systems in universities, are some suggestions.