Cover image of the article: Analyzing Dimensions and Related Factors of Virtual Education Quality: Perspectives from Faculty and Students

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Analyzing Dimensions and Related Factors of Virtual Education Quality: Perspectives from Faculty and Students

Authors

Sedigheh Hosseinabadi1, Alireza Dehdashti2,*, Elahe SalehElahe Saleh ORCID3, Taleb AskaripoorTaleb Askaripoor ORCID1, Samira Yousefzadeh4, Farin Fatemi1, Nilufar Damyar1
1Occupational Health and Safety Department, Semnan University of Medical Sciences, Semnan, Iran
2Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran
3Public Health Department, Faculty of Health, Semnan University of Medical Sciences, Semnan, Iran
4Department of Health, Safety, and Environment management, Faculty of Health, Kashan University of Medical Sciences, Kashan, Iran
*Corresponding Author: Social Determinants of Health Research Center, Semnan University of Medical Sciences, Semnan, Iran. Email: dehdasht@yahoo.com

Koomesh:Vol. 26, issue 6; e151697
Published online:Feb 21, 2025
Article type:Research Article
How to Cite:Hosseinabadi S, Dehdashti A, Saleh E, Askaripoor T, Yousefzadeh S, et al. Analyzing Dimensions and Related Factors of Virtual Education Quality: Perspectives from Faculty and Students. Koomesh. 2024;26(6):e151697. doi: https://doi.org/10.69107/koomesh-151697

Abstract

Background and Objective: The increasing use of the virtual education approach in universities has made it necessary to evaluate the quality of virtual education. This study aims to investigate and compare the views of teachers and students about the quality of virtual education, focusing on dimensions such as access to technology, basic skills, learner motivation, and course content. 

Method: In this cross-sectional study a total sample size of 160 participants was calculated for university students and faculty members, based on a priori power analysis assumptions. The final sample involved 64 faculty members and 125 students from four medical sciences universities. Data were collected using a questionnaire comprising eight sections that assessed factors related to virtual education quality such as technology access, basic skills, facilities and educational environment, learner motivation, course content and lesson plan features, teaching quality, and evaluation process. Descriptive statistics were used to compare the perspectives of faculty members and students, Analytical statistics were employed to examine the associations between different dimensions of virtual education quality and the viewpoints of faculty and students. 

Results: The study found that course content and lesson plan features were important factors for virtual education quality, and there was no significant difference between the views of teachers and students. However, the perspectives of teachers and students differed on the factors influencing virtual education quality. Students emphasized the importance of technology access, learner motivation, and evaluation process. Female students had a different perception of the impact of virtual education quality dimensions, including access to technology, compared to male students. 

Conclusion: The study highlights the need to consider multiple dimensions of virtual education quality and address factors such as course content and lesson plan, access to technology, learner motivation, and evaluation process, to ensure a high-quality virtual learning experience for faculty members and students.

Highlights

References

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Copyright

© 2024, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.

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