Analyzing the dimensions and quality of parents' interactions in the process of virtual teaching and learning

The current research was designed and implemented with the aim of identifying the dimensions of parents' interactions with children and primary school teachers in the process of virtual teaching and learning. This research was conducted qualitatively and in a phenomenological way with a purposeful sampling method. The studied participants were 14 mothers of male and female elementary school students in Abhar city who were subjected to virtual education in the academic year of 2020-2021. The data collection tool was a semi-structured in-depth interview. The text of the interviews were reviewed and analyzed using the theme analysis method and the interviews were continued until the saturation of the data. Validity check was done using two methods of long-term engagement and asking colleagues and reliability check was done through participant review method. The findings of the research showed that parents, through building trust, paying attention to the emotional-psychological condition of their children, creating creative methods to increase their participation, increasing technological literacy, finding effective communication channels with the teacher and cooperating with the teacher in the learning-teaching process. They can increase the effectiveness of virtual education for their children's learning. In this research, parent-child interaction, constructive and active quality, and parent-teacher interaction were at an average level.