Model of competencies of e-learning teachers in creating self-directed learning of learners

The purpose of this study is to provide a model of competence of virtual education teachers in creating self-directed learning in learners. The method of the present study was qualitative, which was done phenomenologically in the second semester (1400-1399). The study population consisted of 100 faculty members and lecturers in the field of educational sciences and educational psychology of universities (government and Payame Noor). The instrument used was a semi-structured interview, which was collected through correspondence and sending questions via e-mail. The study participants were 15 faculty members who were saturated with this number of data. Data were analyzed using contextual analysis. Based on the content analysis, 19 basic themes and 5 constructive themes related to the competence of virtual instructors were obtained. Findings indicate that the competencies of e-learning teachers include information literacy competencies (individual knowledge, knowledge of educational patterns, technological knowledge, activity framework skills, skills of implementing educational principles); Individual competencies (critical thinking, analytical thinking, responsibility, time management); Educational competencies (participatory learning, competency-based approach, lifelong learning approach, attention to constructive learning) Social competence (adaptability skills, virtual team building skills, effective interaction with learners) and psychological competencies (creativity and innovation, self-assessment), self-efficacy Learners' self-directed learning has a great impact.