The present study has been designed to identify the constructive components of virtual education in the high schools of the cities of Tehran province. This research was practical and quantitative, which was a cross-sectional survey type. The statistical population inclu
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The present study has been designed to identify the constructive components of virtual education in the high schools of the cities of Tehran province. This research was practical and quantitative, which was a cross-sectional survey type. The statistical population included all employees of the department of education in Tehran province. A stratified random sampling method was used to select the representative sample group as well as increasing the accuracy of the measurements, during which 181 employees were selected as a sample. The measuring instrument of research was a researcher-made questionnaire and its reliability according to Cronbach's alpha coefficient was calculated as 0.97. Data analysis was carried out in two levels of descriptive and inferential statistics. The participants' response was analyzed by exploratory factor analysis using SPSS software. The results of factor analysis indicated that the components of virtual training consist of 10 factors and 141 indicators, as follows: The first factor is educational planning with 58 indicators, the second factor is favorable learning with 21 indicators, the third factor is relationship with 14 indicators, the fourth factor is productivity with 11 indicators, the fifth factor is virtual environment with 9 indicators, the sixth factor is feedback with 5 indicators, the seventh factor is educational technology with 6 indicators, the eighth factor is rational thinking with 5 indicators, the ninth factor is curriculum with 5 indicators, and the tenth factor is educational justice with 7 indicators. In total, these indicators and factors explain about 45% of the total variance of virtual training.
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