Document Type : Research Article (Qualitative)
Authors
1 PhD student, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
2 Associate Professor, Educational Management Department, Gorgan Branch, Islamic Azad University, Gorgan, Iran. (Corresponding Author)
3 Assistant Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
Abstract
Purpose: Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.
Methodology: This study in terms of purpose and implementation method was applied and descriptive from type of qualitative, respectively. The current study population were experts of higher education institutions who were aware of the research field, and number of 12 of them were selected as a sample according to the principle of theoretical saturation and with using purposive and snowball sampling methods. The research tool was semi-structured interview, whivh whose validity was confirmed by triangulation method and its reliability was calculated by Cohen's kappa coefficient method 0.89. To analyze the data of this study were used from open, central and selective coding methods.
Findings: The findings of this study indicate that for virtual learning culture pattern in higher education centers were identified 49 concepts, 8 components and 2 categories. In the current research, the categories were included the category of structural factors with five components of software and hardware infrastructure, design and management of virtual learning interactions, platform and virtual learning environment, virtual learning development and operational support ability and the category of behavioral factors with three components of culture building, individual attitude and motivation of learners. Finally, the categories and components pattern of virtual learning culture in higher education centers was drawn.
Conclusion: The results of the present study can contribute to better awareness and cognition of the virtual learning culture in higher education centers and higher education specialists and planners based on its categories, components and concepts can take an effective step towards improving the virtual learning culture.
Keywords
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