Field Of E-learning Research Articles

Presenting a Model for the Evaluation of the Quality of e-learning at Payam Noor University

The current study aims to design a quality evaluation model of the electronic education system at Payam Noor University by applying a mixed methodology. The statistical population of the qualitative section includes twelve professors, researchers, and experts in the field of e-learning, who were selected by selective sampling. The conceptual model of the research was collected after conducting in-depth semi-structured interviews. The quantitative data based on a questionnaire designed by the researcher was collected from 274 professors and students with experience teaching or studying in the electronic education system of Payam Noor University. The data was analyzed using the structural equation modeling method in PLS3 software. The research results show that quality is a concept consisting of four categories behavioral, scientific, cognitive ability, and virtual learning experience. The study’ findings also reveal that cultural, pedagogical, learner, communication, infrastructural, and institutional factors affect the quality of Payam Noor University's electronic education system. Also, the results show that these characteristics will help universities achieve the four outcomes of competitiveness, job opportunities, economy, and reputation by establishing a quality education system. The ideal model for evaluating the quality of e-learning at Payam Noor University is a process approach in which the three dimensions of factors, quality indicators, and outputs are examined and measured. In other words, electronic education is successful when it can create a valuable experience of virtual education while empowering the learners scientifically, behaviorally, and cognitively to let all the stakeholders of higher education benefit from a valuable electronic education.

Identifying and Prioritizing the Educational Needs Professors of Medical Sciences in the Field of E-Learning with the Analytic Hierarchy Process Approach

Background: Professors in universities and educational institutions hold a crucial role in crafting educational approaches utilizing cutting-edge technologies. They need to possess significant expertise in e-learning and tackle the obstacles associated with delivering education and utilizing Information and communication technologies within higher education. To effectively navigate these challenges and adaptations, professors need to equip themselves with new educational techniques through training and readiness to adeptly incorporate emerging technologies into their teaching practices, thus enhancing the educational journey for students. By identifying, understanding, and ranking professors' requirements and preferences, effective and diverse educational initiatives can be tailored to meet their needs. Objectives: This research aimed to recognize the educational needs of medical science professors in the field of e-learning from the experts' point of view and prioritize these needs utilizing the analytic hierarchy process (AHP). Methods: This practical study was conducted in 2022 using a process-oriented approach and AHP. The main stages included the creation of a hierarchical structure, comparative judgment, and determining priorities. In the first step, 13 criteria were identified, which were derived from scientific articles and previous research. In the second step, the pairwise comparison matrix was used for comparative judgment, and the weight of each criterion was calculated. The third step involved determining priorities based on the weight of each criterion and the inconsistency ratio. The participants of this study included professors of basic and clinical sciences from different faculties. Results: The results of this study demonstrated that from the point of view of experts and participants, among the 13 criteria, the skills of virtual teaching (with weights of 0.146 and 0.148), electronic content production (with weights of 0.093 and 0.092), and holding online training courses (with the weights of 0.092 and 0.100) formed the three main needs of medical science professors in the field of e-learning and had the highest degree of importance and necessity compared to other criteria. Conclusions: Identifying the educational needs of medical science professors for organizing and designing necessary programs to enhance knowledge, skills, and empowerment will lead to improving the quality of e-learning, and eventually, reducing professors’ concerns in this area.

Enhancing Vocabulary Acquisition and Reading Comprehension in Intermediate Chinese: A Corpus-Driven Approach for International Students

This study investigates the effectiveness of corpus-driven thematic vocabulary teaching methods for intermediate Chinese reading, focusing on enhancing learning outcomes for international students. Utilizing the BCC corpus and Wordless software, a quasi-experimental design with 60 participants was employed. The study combined qualitative analysis of corpus data with quantitative assessment of learning outcomes. Results indicate significant improvements in vocabulary acquisition (p < .001, d = 1.34) and reading comprehension (p < .001, d = 1.13). Qualitative data revealed enhanced learner autonomy and engagement. This research contributes to the field of e-learning by showcasing how corpus technology can be effectively integrated into language instruction, particularly in cross-cultural contexts.

Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

Proposal for an e-learning system model based on the invocation and semantic discovery of web services

Service-oriented computing (SOC) provides a new framework for designing distributed web applications and software in a flexible, scalable, and cost-effective manner. Its use is widespread to efficiently integrate existing Web services and create high value-added applications. This model, proven in various fields such as e-commerce, also shows significant advantages in the field of e-learning. This approach highlights the discovery and use of Web services listed in specialized directories. In fact, this paper proposes a framework for exploring web services associated with education. This approach is based on the application of a matching algorithm to select the services best suited to the needs of users of the online learning system, as well as the ontology of the e-learning domain and the semantic descriptions of the web services via web ontology language for web services (OWL-S).

Ancient classical theatre from the digital humanities: a systematic review 2010–21

Abstract The aim of this article is to offer a systematic review of digital studies that provide new research perspectives on ancient classical theatre. The undeniable progress in the field of computational analysis in the service of traditional textual interpretation is helping to study in greater depth and to interpret in greater detail the classical linguistic corpora that have come down to us through the manuscript tradition. The new model of digital research is integrated not only in the field of information technologies, but also in the field of e-learning, where we can already observe the implementation of a new educational model. Based on the digital processing of data on Greco-Roman theatre, a systematic review is presented, following the methodological principles of the PRISMA statement [Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2009 (2020)].

Empowering Large Language Models to Leverage Domain-Specific Knowledge in E-Learning

Large language models (LLMs) have demonstrated remarkable capabilities in various natural language processing tasks. However, their performance in domain-specific contexts, such as E-learning, is hindered by the lack of specific domain knowledge. This paper adopts a novel approach of retrieval augment generation to empower LLMs with domain-specific knowledge in the field of E-learning. The approach leverages external knowledge sources, such as E-learning lectures or research papers, to enhance the LLM’s understanding and generation capabilities. Experimental evaluations demonstrate the effectiveness and superiority of our approach compared to existing methods in capturing and generating E-learning-specific information.

Когнитивное моделирование процессов адаптивного обучения

An approach to modeling adaptive learning processes using signed and weighted directed graphs (digraphs) is exam-ined. The vertices of the digraphs represent the characteristics of educational activities. The orientation, signs, and weights of the digraph arcs define the mutual influence of these characteristics. The dynamics of adaptive learning are modeled within digraphs using a specific impulse process algorithm. An external disturbance is introduced into a partic-ular vertex of the digraph, and the propagation of this impulse is analyzed, enabling the prediction of values at other vertices of the digraph. The problem of optimizing the weights of digraph arcs is formulated, and an algorithm for solv-ing it is proposed to achieve stability in the impulse process. Computational experiments on a digraph revealed that the objective function for optimizing the arcs of a weighted digraph is multiextremal. The occurrence of a local minimum is determined by the initial values of the vector of design variables (weights of digraph arcs) and constraints on these var-iables. Consequently, the qualifications of the developer of the adaptive learning model who assigns these values are crucial. Cognitive models of adaptive learning can be classified as prescriptive and descriptive. Prescriptive models out-line what the adaptive learning process should be, while descriptive models depict existing adaptive learning processes and can be utilized to study their effectiveness. The developed methodology for cognitive modeling of adaptive learn-ing processes allows for the prediction of learning outcomes and can be employed in the research, design, and imple-mentation of adaptation mechanisms and intelligent control in e-learning systems, as well as in the didactic training of teachers in the field of e-learning.

The Role of E-Learning in teaching the Arabic language to non- native speakers

After the information revolution that occurred in the Western world, and the developments in all fields, especially in the field of education and e-learning, from an integrated system based on the effective employment of information and communication technology in the teaching and learning processes through an environment rich in computer and Internet applications, the community and the learner were able to access information sources and learning at any time and place, in a way that achieves mutual interaction between the elements of the system and the surrounding environment. After the occurrence of the phenomenon of Covid 19, it led to a major interruption in all educational systems that had never happened before, and the disruption or complete cessation of all joints of life in light of this mysterious virus that paralyzed the important joints in life, health and education, as this phenomenon stimulated the element of innovation, which is a human habit, so education did not stop under these circumstances, but was directed towards distance education, and the work of workshops and seminars using information and communication technology, employing this technology to transfer skills Teaching Arabic, especially to non-native speakers. The most important thing that works on the success of the process of teaching Arabic to non-native speakers is the contribution of language teachers in employing all visual and audio means and electronic platforms that allow full knowledge to reach all learners.

Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students in Kunming, China, as the target of the survey, and a combination of quantitative and qualitative research methods. Results and Discussion: The results of the analysis showed that the independent variable: the five factors of e-services (the higher, the higher the satisfaction of students. And under the moderating variable, digital literacy moderated all the other factors, only the relationship between responsibility and e-learning student satisfaction had no significant moderating effect. [synthesize the main results of the research]. In the discussion section, these results will be correlated according to the theoretical framework, highlighting the identified effects and relationships. This section also considers possible limitations of the research. Research Implications: 1. theoretical significance: by constructing a comprehensive theoretical model, this research aims to provide new insights into the field of e-learning. It not only helps to understand the impact of E-learning platform design and service quality, but also emphasizes digital literacy as an important moderating variable. 2. Practical significance: The research results will provide value to educational technology developers and educational policy makers, helping them to optimize e-learning platforms to enhance user experience and learning outcomes. Originality/Value: This research expands the SERVQUAL model by taking online education as the background, combining the actual situation of online education in China, and taking digital literacy as the variable. It allows colleges and universities to break through the original traditional education model. And lifelong learning and personalized learning are the focus of the reform of continuing education in colleges and universities. The results of this research will promote colleges and universities to continuously improve the quality of online education and provide reference for schools and teachers to carry out online education and continuing education.

An Immersive Virtual Learning Environment for the Development of Hard Skills: A Scientometric Analysis and Systematic Review

A scientometric analysis and systematic review of an immersive virtual learning environment (IVLE) designed to improve the development of hard skills comprised this study. The review focused on the period between 2016 and 2023 and was conducted using the Scopus database. This study employed a scientometrics analysis and systematic review methodology. In this study, a comprehensive analysis was conducted on a corpus of 12 scholarly articles that have been published within the last 8 years. This study looked at the aggregate magnitude and trajectory of scholarly publications and looked at a number of trends in scholarly research, including annual reports, article counts, article distribution across different sources, finding the most useful sources, keyword analysis, looking into the best collaboration groups, looking at how themes have changed over time, judging contributions, and practical implications. The primary findings regarding the data and document types indicated that a total of 12 articles were published across 10 different sources within the timeframe of 2016 to 2023. The research conducted on IVLE for the development of hard skills exhibited fluctuations in its pace, alternating between deceleration and positive acceleration. The growth rate of the articles peaked in 2022. The primary publication with the greatest of source is “Lecture Notes in Networks and Systems.” Keyword Plus growth rate for terms like “virtual reality,” “e-learning,” and “teaching” The nations exhibit a high degree of collaboration in the field of research. The findings indicated that the authors hailing from Mexico and Colombia exhibited the greatest frequency (n = 2). The thematic evolution of the study indicated two significant advancements: firstly, the emergence of e-learning studies that have propelled the field of e-learning, and secondly, the integration of virtual reality into e-learning practices. The classification of applications encompasses various components: title, solution, learning strategy, and learning tasks.

Designing an Application to Empower Academic Staff Members in the Field of E-Learning

Background: E-learning has emerged as a crucial method of education, extensively embraced by individuals aiming to improve their skills. Providing empowerment courses in this field for faculty members within a flexible learning framework can bolster the effectiveness of education. Methods: This research, which is applied, innovative, and technological, involves collecting quantitative and qualitative data. By reviewing the literature, analyzing sample platforms, and conducting interviews with experts in e-learning and medicine, we identified the educational elements and software features that meet user needs and preferences. A questionnaire, filled out by 30 professors from the Shahid Beheshti University of Medical Sciences, informed the development of the educational course. This course, designed according to the Ashur model, focuses on identifying user interface characteristics for software environment design and programming. Results: The analysis showed that faculty members are familiar with design patterns but need more knowledge of software and content production tools. The preference for asynchronous course delivery and content presented in written text, along with diverse forms of counseling and support (SMS, phone calls, social networks, and email), emerged as significant for the design of the platform environment. Conclusions: The faculty empowerment course, designed based on the Ashur model with considerations for learning environment design, including user interface and user experience, has been prepared for programming and implementation on an appropriate platform.

Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

New Trends in E-learning and New Approaches to the Development of E-learning Educational Materials

E-learning represents an area that is dynamically developing and closely correlated with society's technological progress. Since its inception, we have witnessed many changes in e-learning development and the creation of electronic educational materials. With the growing development of modern technologies, E-learning is becoming a key element in education. This article aims to identify and describe the main trends in e-learning and the creation of electronic educational materials. As part of our survey, we identified the main trends shaping E-learning. These trends include various aspects, including the personalisation of education, the interactivity of courses, the use of artificial intelligence and data analysis for better efficiency, the development of virtual reality and augmented reality in the educational environment, the inclusion of various multimedia elements, and many others. We expect these trends to have a significant impact on the way educational materials are created and delivered. They open the door to new possibilities and innovations in the E-learning field, which promise a more effective and adaptable education for everyone.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Proposed hybrid Model in Online Education

The advancement of technology powering e-learning has brought numerous benefits, including consistency, scalability, cost reduction, and improved usability. However, there are also challenges that need to be addressed. Here are some key considerations for enhancing the technology powering e-learning. Artificial intelligence has revolutionized the field of e-learning and created tremendous opportunities for education Storage, servers, software systems, databases, online management systems, and apps are examples of such resources. This paper aims to forecast students' adaptability to online education using predictive machine learning (ML) models, including Logistic Regression, Decision tree, Random Forest, AdaBoost, ANN. The dataset utilized for this study was sourced from Kaggle and comprised 1205 high school to college students. The research encompasses several stages of data analysis, including data preprocessing, model training, testing, and validation. Multiple performance metrics such as accuracy, specificity, sensitivity, F1 score, and precision were employed to assess the effectiveness of each model. The findings demonstrate that all five models exhibit considerable predictive capabilities. Notably, decision tree and hybrid models outperformed the others, achieving an impressive accuracy rate of 92%. Consequently, it is recommended to utilize these two models, RF and XGB, for predicting students' adaptability levels in online education due to their superior predictive accuracy. Additionally, the Logistic regression, KNN, and AdaBoost, ANN models also yielded respectable performance levels, achieving accuracy rates of 77.48%, 83.77 ,74.17% and 91.06% respectively. In summary, this study underscores the superiority of RF and XGB models in delivering higher prediction accuracy, aligning with similar research endeavours employing ML techniques to forecast adaptability levels.

Sustainable of e-learning environments: Model of continuance intention

Sustainable of e-learning based on continuance intention use of technology. E-learning reduce the environment impact, minimized the forestation and paper waste. This study examines the relationship between organisational support, satisfaction with e-learning, and the intention to continue using e-learning within an organisational setting. The study employed a quantitative survey methodology to gather data from students (undergraduate program), with the utilisation of an online questionnaire for data collection. A total of 642 students participated as respondents in the study, and the data was analysed utilising the SmartPLS software. The analysis was conducted based on research hypotheses. The study’s results show a strong link between organisational support and both e-learning satisfaction and desire to continue, which highlights how important it is to have long-lasting support systems. Furthermore, e-learning happiness is found to increase the desire to keep using e-learning platforms, which has long-term implications for their viability. These results are very important for colleges in Indonesia that are starting to use e-learning because they show how important it is to keep supporting students in all areas, including hardware, software, and people. The study does, however, make us think about how long these support systems will last and highlights the need for more research into the core factors that contribute to organisational support in the field of e-learning. Support systems that last must be in place for e-learning programmes to continue to work. More study can help us understand how to keep and improve these systems.

ОЦЕНКА КАЧЕСТВА МАССОВЫХ ОТКРЫТЫХ ОНЛАЙН-КУРСОВ В ТЕРМИНАХ НЕЧЕТКИХ МНОЖЕСТВ

The article is devoted to the development of a model and algorithm for evaluating the quality of mass open online courses. The algorithm of such an assessment can be used in elearning on MOOC platforms or in elearning management systems for additional professional education or in vocational educational programs of universities. A comparative analysis of existing models, algorithms and methods for evaluating the quality of online courses has been carried out, which indicates a fairly small number of studies in the field of elearning. The choice of quality indicators of mass open online courses is justified, their structure in three dimensions is determined, taking into account the quality of content, course services and student achievements. The quality indicators are systematized, allowing to form a hierarchical graph, on the basis of which an integral indicator of the quality of mass open online courses in terms of fuzzy sets on a threelevel classifier is developed. For an integrated quality assessment, a methodology for assessing the consumer quality of information systems based on fuzzy sets is used. To check the quality of the indicators, the relative Hamming distance between the membership functions is used, which has a trapezoidal shape. The calculation of the quality assessment is given using the example of the online course "Data Analysis in python" in the Moodle elearning management system. To demonstrate the costeffectiveness of online courses, the cost calculation of similar courses in online and offline format was carried out and statistical processing of the results was performed. The purpose of the development is to increase the effectiveness of elearning through the use of a model and an algorithm for evaluating the quality of online courses. This algorithm allows you to determine the quality of a course for a specific MOOC platform or elearning management system and develop an action plan to reduce the number of lowquality online courses. The fuzzy model and algorithm can be integrated into an educational platform to automate the quality assessment of MOOCs and recommend online courses to the student.

Philosophy of e-learning vs m-learning

Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today. Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified. Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era. Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach. Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.

CRITERIA FOR DESIGNING AND EVALUATING THE QUALITY OF VIRTUAL CLASSROOMS DURING EMERGENCY LEARNING

Distance education during emergencies requires planning, design, and goal setting to create an effective learning environment. Virtual distance education involves more than just uploading educational content; it is rather an educational process that provides choice for learners, as well as flexibility and responsibility for learning and academic support. In this context, the aim of this research is to determine the quality criteria for designing virtual classrooms with their different styles (synchronous, asynchronous, and blended), and organizing them into categories and criteria to verify the availability of the criteria required for learning in the virtual environment. Also, the research aims to propose a method for evaluating and measuring the extent to which virtual classrooms during emergency learning meet its design quality criteria. The study used the descriptive method and analysis processes to determine the quality aspects of the virtual classrooms design, to draw out the design criteria and quality indicators, and to explore the opinions of the research population on the importance of these criteria and their measurement indicators. A purposive population of (17) specialists in the field of educational design and e-learning participated in the study, all of whom hold a PhD degree in the specialty in order to systematize the list of criteria for designing the virtual classroom and the indicators for measuring them in light of emergency learning. The importance of this current research lies in its aim to contribute to the improvement of training and learning environments through virtual classrooms during emergency learning, and to provide a list of design criteria that benefit teachers and instructional designers, in addition to reconsidering the use of learning management system tools and electronic content with virtual classrooms in order to achieve the maximum benefit for students in achievement outcomes of their learning, especially in the context of emergency learning.