A Phenomenological Study of the Challenges of Transferring to Virtual Learning in Iranian Universities with Regard to the Corona Pandemic

The Covid-19 crisis, surprisingly and in a short period of time, transformed the way of teaching in higher education and imposed virtual and technology-based education on universities.  This sudden change, in addition to opportunities and benefits, has brought short-term and long-term challenges to the higher education system that require profound study. The present research was applied in terms of purpose and phenomenological in terms of method. The scope of research included the directors of digital education of public universities affiliated with Ministry of Science and Technology. Using purposive sampling method, 15 of them were selected for in-depth interviews. Creswell data analysis cycle was used to analyze the data. Data analysis showed that technical-economic and education challenges were the most important challenges of transitioning to virtual education. Technical-economic challenges were extracted in a general category under the title of "infrastructure". Educational challenges were categorized into eight categories respectively: The educational challenges were categorized into eight categories, respectively: "teachers' lack of preparation and unfamiliarity with virtual learning", "content production", "assessment and examination", "conducting practical lessons", "lack of interaction", "faculty and student dissatisfaction with central control", "time" and "student teaching". Finally, it must be said that although this virus left the most negative consequences in the face-to-face, educational, scientific and research activities of the university for at least one year; however, its fundamental opportunities and benefits will cause a revolution in education, especially virtual learning.