Abstract
Background: Virtual education is planned learning in which learning and teaching usually take place in separate environments. In this research, the challenges of using virtual education in different academic years for laboratory science students are investigated during the days of COVID-19.
Methods: The research population consisted of 143 laboratory science students, who were selected based on the entry criteria using a stratified random method. The data collection tool was a researcher-made questionnaire. Exploratory factor analysis was used to determine the dimensions of the questionnaire, and Cronbach’s alpha coefficient was utilized to check the internal consistency of the questions. The results were analyzed using SPSS 26.
Results: Most of the students participating in this study were girls, between the ages of 18 and 20, and in the 4th semester. The mean standard deviation of the overall score of the virtual education problem questionnaire was 53.57 (17.41). In addition, the highest score in the aspect of academic conditions and motivation was 64.86 (19.73), and the lowest score in universal access to the Internet was 25.45 (54).
Conclusion: The technical factor and the overall score of the virtual education problem questionnaire were significantly higher in male students than in female students. Further, the average scores of the questionnaire of virtual education problems and all the dimensions of the questionnaire, including conditions and overall motivation, were significantly higher in younger students than in older students.