Identifying the effective components in the design of the virtual learning environment for the training course on editing textbooks based on the lived experience of trainee professors.

The current research was conducted with the aim of identifying and extracting the effective components in the design of the virtual learning environment of the training course for editing textbooks based on the analysis of the lived experiences of trainee professors in the seminaries of Sisteran. This qualitative study was conducted using the descriptive phenomenological research method and semi-structured in-depth interviews with 30 professors participating in the text editing course with two focus groups. Sampling of interviewees was done purposefully using the principle of theoretical saturation. In the data analysis, using the theme analysis, the codes of this lived experience were obtained in the form of 400 basic themes and then reducing it to 20 organizing themes. Among these lived experiences, four overarching themes of "sense of presence and connection in the course", "educational-skill strategies", "performance monitoring of trainees" and "opportunities for trainee professors" were interpreted. In this lived experience, the "sense of presence and connection in the course" was more frequent, which indicates the greatest impact of this component on other cases. One of the most important findings of this study in relation to the lived experience of the trainee professors is the relationship with the course instructors, constructive communication, the prevalencekind of respectful attention and interaction and responsible ethics and the formation of challengeslearners' skills, classroom management and active participation of the learners and finally the feeling of presence. The learners were in a real classroom, which is emphasized in the experiences of the activists.