Flexible Learning Opportunities Research Articles

The Impact of Artificial Intelligence on Society

Artificial intelligence (AI) is quickly permeating every element of human life, changing society in many ways and creating a plethora of new opportunities. But as AI develops, questions are also being raised about how it will affect society and what might happen if it is widely used. This study offers a thorough analysis of how artificial intelligence (AI) is affecting the economy, education, healthcare, jobs, and ethics. A comprehensive analysis of previous studies and data on the effects of AI was carried out in order to accomplish this goal. The literature assessment concentrated on the difficulties in implementing AI as well as its ramifications for the economy, society, and ethics. The analysis concluded that although AI presents risks and challenges that require attention, it also has the potential to significantly improve society. The impact of AI on several societal domains, such as employment, education, and healthcare, is also covered in the study. According to the report, artificial intelligence (AI) holds promise for enhancing patient outcomes and delivering more effective and efficient healthcare services. It can also revolutionize education by offering tailored and flexible learning opportunities. In addition, worries about job loss and the possibility of economic inequality are raised by the use of AI in the workplace. The study also assesses the ethical aspects of AI and emphasizes the necessity of developing and using AI systems responsibly.This involves the requirement for moral frameworks and standards to deal with problems like prejudice, confidentiality, and openness. All things considered, this study report offers a thorough analysis of how artificial intelligence is affecting many facets of society, highlights significant developments and obstacles related to its application, and suggests potential solutions to these problems. In doing so, this study contributes to directing technology specialists, policymakers, and the general public toward the ethical and fair application of artificial intelligence.

The Digital Revolution in Arabic Language Learning: An Analysis of Trends, Results, and the Future of Language Education in the Digital Age

This literature review investigates the impact of digital technology on Arabic language learning, highlighting both its positive effects and challenges. The integration of digital tools has significantly enhanced accessibility, enabling a broader audience to engage in learning, including those in remote areas or unable to attend in-person classes. Digital technology has democratized education, providing diverse and flexible learning opportunities. However, the use of digital technology in Arabic language learning also faces several challenges. Technical issues, such as unstable internet connections and server problems, can disrupt the learning process. Additionally, there is a risk of technology misuse, including the spread of misinformation and the improper use of social media. Despite these challenges, the positive outcomes, such as increased accessibility and the potential for personalized learning experiences, underscore the transformative potential of digital technology in Arabic language education. This review aims to provide insights into current trends, assess the outcomes of digital integration, and explore future directions for enhancing language education in the digital era. The findings suggest a balanced approach, addressing technical challenges while leveraging the benefits of digital tools, to optimize the learning experience and ensure the effective teaching of Arabic in the digital era. This research is expected to assist various parties in gaining different perspectives.

Enhancing Emotional and Social Engagement of Women with Disabilities in the Labor Market through Collaborative Learning in MOOCs

In recent years, the rise of Massive Open Online Courses (MOOCs) has revolutionized the field of education, providing accessible and flexible learning opportunities to individuals worldwide. MOOCs have the potential to empower traditionally marginalized groups, including women with disabilities, by offering them a platform to enhance their skills and knowledge. However, the successful integration of women with disabilities into the labor market requires more than just technical expertise; it necessitates the development of emotional and social engagement skills. This study aims to investigate the implementation of collaborative learning projects in MOOCs, including the creation and allocation of group learning environments, the identification and provision of recommendations for successful group learning, the evaluation of learning outcomes, and the generation of adaptive feedback. Implementing learning groups in MOOCs necessitates comprehensive and integrated solutions. The study's key finding highlights that MOOCs can effectively cultivate collaborative learning by establishing clear learning objectives, forming diverse and inclusive groups, providing explicit guidelines, closely monitoring progress, delivering timely feedback, acknowledging, and rewarding individual contributions, and ensuring adequate technological support. By implementing these strategies, MOOCs have the potential to foster collaborative learning, enhance women with disabilities engagement, motivation, and learning outcomes, and ultimately empower them to thrive in the labor market.

Blended Learning Approaches in English Language Teaching Pedagogy

This paper presents the impact and eff ectiveness of blended learning strategies in English language teaching (ELT). The study delves into how blended learning, a combination of traditional face-to-face and online learning platforms, enhances student engagement, motivation, and communication. The study utilizes a qualitative research design, employing semi-structured interviews with three experienced English language teachers. The findings reveal that blended learning provides flexible and individual learning opportunities to learners which significantly enhances their engagement and learning outcomes. However, teacher’s flexibility and continued professional development are essential for the successful implementation of blended learning. The study highlights the need for institutional support to address the challenges of integrating blended learning into ELT, ultimately contributing to a more dynamic and effective teaching methodology.

Cheese eK-Book: a new web-based medium for capitalising on, structuring and transferring cheesemaking knowledge and know-how

PurposeThis paper aims to address the challenges faced by the cheese industry, particularly concerning the preservation and transfer of traditional cheesemaking knowledge. It emphasises the need for innovative solutions in sustainably managing knowledge and skills amidst changing demographic and technological landscapes.Design/methodology/approachOur approach consists of developing and implementing a digital tool, the cheese eK-Book, which is designed to capture, structure and disseminate cheesemaking knowledge. This tool is based on a semantic network and is accessible via smartphones and tablets and aims to facilitate continuous learning, knowledge transfer and collaboration across diverse stakeholders in the cheese production sector.FindingsThe study highlights several critical findings. Traditional cheesemaking knowledge is currently at risk due to a number of factors, including the ageing of skilled workers, a lack of succession planning and pressures from globalisation and industrialisation. The European dairy sector is evolving towards more specialised and automated production, requiring a skilled workforce capable of adapting to these changes. There is a significant gap between traditional cheese makers and research institutions, hindering the adoption of new technologies and best practices. The cheese eK-Book offers a promising solution to these challenges by preserving knowledge, supporting continuous learning and enhancing collaboration between industry stakeholders and educational/research institutions. The tool facilitates access to scientific knowledge, promotes work–life balance by offering a range of flexible learning opportunities and supports tailored training programmes based on individual users’ needs.Originality/valueThis article contributes original insights by proposing a comprehensive digital solution tailored to the specific, current needs of the cheese industry. By integrating modern technology with traditional knowledge, the cheese eK-Book not only preserves expertise but also fosters innovation and sustainability within the sector. It bridges the gap between practical cheesemaking skills and contemporary scientific understanding, addressing critical challenges such as knowledge retention, succession planning and workforce development in a rapidly evolving industry landscape. The strength of the Cheese eK-Book lies in its capacity to communicate knowledge, traditions and teachings across generations. This transfer of knowledge and skills plays a crucial role in preserving heritage and fostering connections across different generations within a community.

A Conceptual Framework for Open Distance Learning of Economics in Malaysia

The aim of the paper is to propose a comprehensive conceptual framework of open and distance learning (ODL) for economics courses to enhance the effectiveness and accessibility of economics education. The rise of ODL, fueled by advances in digital technology, has significantly transformed higher education, providing flexible learning opportunities that transcend geographical limitations. However, teaching economics in an ODL environment presents unique challenges, particularly in maintaining student engagement and delivering complex theoretical content. This research draws from literature review and key concepts to conceptualise a model for ODL in economics undergraduate teaching and learning. The proposed framework emphasizes the integration of synchronous and asynchronous learning methods, the use of Learning Management Systems (LMS) and the incorporation of interactive technologies such as virtual and augmented reality to facilitate an engaging and effective learning experience. Additionally, the framework addresses curriculum design, student engagement and assessment strategies, proposing a balanced approach that combines traditional teaching methods with innovative digital tools. By focusing on the goal of teaching students to "think like an economist," this framework provides a structured approach to ODL that enhances both the delivery and the reception of economic education. The paper’s recommendations are to modernize the curriculum, strengthen institutional support and optimize the use of digital tools in the teaching of macroeconomics. This research contributes to the broader discourse on the potential of ODL to transform economics education in Malaysia and beyond.

DEVELOPMENT OF STUDENTS' CREATIVE ACTIVITY BASED ON PROBLEM-BASED LEARNING TECHNOLOGIES

Alternative education is an innovative approach designed to address the limitations of traditional educational systems by offering flexible and inclusive learning opportunities tailored to the diverse needs of students. It encompasses a variety of non-traditional methodologies, including personalized instruction, experiential learning, and student-centered teaching strategies. These approaches prioritize the holistic development of learners, emphasizing creativity, critical thinking, and social-emotional skills alongside academic achievement. The importance of alternative education lies in its ability to empower students who may struggle within standardized frameworks, such as those from marginalized communities, learners with special needs, or individuals seeking more adaptive and engaging educational experiences. By fostering inclusivity and adaptability, alternative education creates pathways for personal growth and lifelong learning. Despite its significant benefits, alternative education faces several challenges, including limited resources, insufficient teacher training, and societal skepticism. These obstacles underscore the need for increased awareness, policy support, and investment in alternative educational frameworks to ensure their effective implementation and sustainability. This article explores the foundational principles of alternative education, highlights its transformative potential, and examines the practical barriers to its broader adoption. Through a detailed analysis, it offers recommendations for improving the reach and impact of alternative education in meeting the evolving demands of the modern educational landscape.

Transforming IT Education: Envisioning a Distance Learning Future for the Bachelor of Science in Information Technology Program in a Private Higher Education Institution

This study investigates the feasibility of transitioning the Bachelor of Science in Information Technology (BSIT) program at Lyceum of the Philippines University–Batangas (LPUB) to a distance learning format. The IT field’s inherent adaptability positions it well for online education, catering to the growing demand for flexible learning opportunities. The research highlights the need for a meticulous evaluation tailored to the BSIT program’s specific requirements. Key considerations include addressing student needs, designing an engaging online curriculum, providing faculty training, and leveraging technology to create a dynamic learning experience. This shift aims to transcend physical classroom limitations, fostering inclusivity for students from diverse backgrounds and locations. The exploration details the potential challenges and benefits of implementing distance learning. Challenges include ensuring equitable access to technology and support services for students. Conversely, benefits encompass increased accessibility for geographically dispersed students, flexibility for learners with busy schedules, and the potential to enrich the learning experience through multimedia resources and online collaboration tools. The study concludes that a well-planned transition to distance learning offers a promising future for the BSIT program. Recommendations focus on strengthening the technological infrastructure, enhancing faculty preparedness through training and support, and improving student accessibility by expanding support services, addressing technological discrepancies, and raising awareness of available resources. By implementing these recommendations, LPU-Batangas can position its BSIT program as a leader in innovative and accessible IT education, catering to the needs of a diverse student population in the ever-evolving higher education landscape.

Integrating Training Pills and Flipped Classroom Model to Enhance B2-Level Writing Skills in EFL Learners: A Quasi-Experimental Study

Writing proficiency, especially at the B2 level in English as a Foreign Language (EFL), poses challenges for learners, necessitating mastery of various competencies, including linguistic accuracy and content organization. This study investigates the effectiveness of integrating "training pills" into the Flipped Classroom model to enhance B2-level writing skills. The research adopts a quasi-experimental design conducted over two academic years (2020-2022) in Seville, Spain. The sample consists of 120 high school students, with the experimental group using training pills (short audiovisual lessons), while the control group follows traditional instruction. Pre- and post-tests measured the improvement in writing skills, supplemented by questionnaires assessing satisfaction and engagement. Quantitative data analysis revealed that the experimental group improved by 34.4%, significantly outperforming the control group (11.8%). Qualitative feedback highlighted the accessibility and engagement benefits of the training pills, particularly their role in improving students' organizational and communicative success in writing. The study concludes that training pills, when integrated into a Flipped Classroom model, effectively enhance B2 writing acquisition by providing flexible and self-paced learning opportunities. These findings have significant implications for technology-enhanced learning and offer practical insights for educators seeking to optimize writing instruction for EFL learners.

Medical students' perception of mobile learning during COVID-19 in Iran: A national study.

Mobile learning has gained significant attention in medical education in recent years. The COVID-19 crisis has further accelerated its adoption. A lack of research on student perceptions of mobile learning during pandemics limits strategies for maintaining education during these times. This study examines the perceptions of medical students in Iran regarding the mobile learning during COVID-19. It is imperative that these perceptions are understood to optimize mobile learning effectiveness in medical education during disruptions. A cross-sectional study was done in 2022 among 785 medical students in Iran who spent summer semester. Convenience sampling was used to select the sample. We used Biswas et al.'s scale for measuring medical students' perceptions of mobile learning during pandemics. Face and content validity was determined by qualitative methods. Internal consistency was measured with Cronbach's Alpha (0.79). Data was collected through an online questionnaire. To analyze the data, descriptive and analytical statistics were conducted with SPSS software at a significance level of p<0.05. In total, 1,200 medical students were asked to complete the survey, and 785 responded, resulting in a 65.4% response rate. Mobile learning has been embraced by majority of medical students, with Android devices being used the most frequently. They also have frequent access to the internet, and they rely on a wide range of apps and platforms for academic purposes. Students perceive mobile devices to be highly advantageous for improving subject knowledge (Mean = 4.71±0.58), accessing study materials (Mean = 4.44±0.75), and providing flexible learning opportunities (Mean = 4.40±0.79). Despite this, participants were less confident about the ability of mobile devices to assist with specific study problems (Mean = 3.12 ± 1.28), facilitate class discussions (Mean = 3.33 ± 1.38), and overcome screen size limitations (Mean = 3.32 ± 1.38). Medical students in Iran have widely adopted mobile learning and perceive it as beneficial for acquiring knowledge, accessing material, and being flexible during COVID-19. M-learning's effectiveness in specific learning activities must be investigated in further research, and concerns regarding problem-solving, discussion facilitation, and screen size limitations should be addressed.

The Transforming Virtual Education: The Importance of Learning Analytics in Moodle

Today, online education has experienced significant growth, providing flexible and accessible learning opportunities. Learning management platforms, such as Moodle, play a key role in facilitating interaction between teachers and students in virtual learning environments. However, tracking and assessing the progress of online learning can be challenging. This is where learning analytics comes in, a discipline that uses data collected from the learning platform to gain valuable insights. In this article, we explore the importance of learning analytics in Moodle, how it works, and how it can improve the online learning experience.

STAGES OF DEVELOPMENT OF HIGHER DENTAL EDUCATION IN THE USA

This article examines the stages of development of higher dental education in the United States, focusing on its historical, current, and future aspects. The primary aim of the research is to analyze the key challenges within the dental education system and offer potential solutions to address these issues. To achieve this goal, various research methods were employed, including comparative analysis, literature review, and empirical research. These approaches facilitated the identification of critical trends and persistent problems in dental education. The findings suggest that the integration of modern technologies into the educational process is crucial for improving the quality of dental education. Digital technologies, simulators, and remote learning methods have the potential to enhance the training of future dentists, providing more flexible and interactive learning opportunities. However, unresolved issues remain, such as the standardization of curricula across different educational institutions and the need for educator training to meet new challenges posed by innovative teaching methods. The article also highlights the importance of aligning educational programs with current realities and labor market demands. Moreover, there is a growing necessity to modernize the system by developing interdisciplinary approaches and fostering collaboration between academia, industry, and policy makers. These reforms are essential to ensure that dental education continues to produce highly qualified professionals capable of responding to the evolving needs of both the healthcare system and society at large. The article concludes that ongoing adaptation and innovation in dental education will be vital to addressing the demands of a rapidly changing field.

The Evolution of Paperless Education in Medical Universities: Enhancing Efficiency and Health Outcomes

The adoption of paperless education in medical universities has revolutionized various aspects of academic life, offering enhanced efficiency, cost savings, and improved health outcomes. Traditional paper-based systems in medical education have long been associated with inefficiencies and environmental concerns. The advent of digital technologies has provided opportunities to streamline educational processes, reduce waste, and improve accessibility. This mini review examines the transformative impact of paperless education on medical universities, focusing on its benefits in registration, teaching, education, and exams. The shift to online registration systems has simplified the enrollment process for both students and administrators, allowing for seamless registration, payment, and course selection. Online registration also enables real-time tracking of student progress and facilitates communication between students and faculty. In teaching, digital tools such as e-learning platforms and virtual classrooms offer students flexible learning opportunities, promoting active engagement and knowledge retention. Similarly, the adoption of electronic textbooks and digital libraries has significantly reduced the reliance on printed materials in medical education, fostering self-directed learning and research. Furthermore, digital assessment methods such as online quizzes and remote proctoring have streamlined the examination process, offering greater flexibility in scheduling exams and ensuring the integrity of the assessment process. Economically, the transition to paperless education has resulted in cost savings by eliminating the need for printed materials, storage, and distribution. Additionally, digital technologies enable universities to reach a broader audience, potentially increasing enrollment and revenue. Moreover, paperless education offers health benefits by reducing exposure to allergens and pathogens associated with paper-based materials, and promoting social distancing to reduce the risk of transmission of infectious diseases. In conclusion, the adoption of paperless education in medical universities represents a transformative shift, offering numerous benefits including enhanced efficiency, cost savings, and improved health outcomes. As technology continues to evolve, medical universities need to embrace digital innovations to ensure a sustainable and effective learning environment.

A New Model of Vocal Music Teaching in the Context of Internet Distance Learning

As Internet technology evolves, distance learning emerges as a pivotal mode of education. In music education, vocal teaching faces limitations in traditional face-to-face methods. This paper explores the advantages of Internet-based remote vocal music teaching and proposes a new mode leveraging an online platform, multimedia technology, and real-time interaction. The study assesses its impact on theoretical knowledge, vocal skills, singing proficiency, satisfaction, and improvement. Results demonstrate the effectiveness of Internet-based remote teaching, overcoming geographical barriers and providing flexible learning opportunities. Multimedia tools enhance skill demonstration, making learning more intuitive. The study reveals that Internet distance vocal teaching rivals traditional methods in improving singing skills and outperforms in teaching music theory. Moreover, students express higher satisfaction with this innovative approach, establishing it as a promising mode in vocal music education.

Effect of Hyflex Learning on Student's Academic Performance in Education Technology in Kwara State

The study examined the effect of Hyflex learning on Student's Academic Performance in Education Technology in Kwara State. The study was guided by two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design of 2 x 2 factorial design. The target population were all 400-level undergraduate students in the Department of Educational Technology offering EDT 412. A sample size of 152 undergraduate students participated in the study. Two groups were involved in the study which are both intact classes. The experimental group where full-time undergraduates’ students while the control group were sandwich undergraduates’ students. The instrument used for data collection was an educational technology performance test which was validated by three educational technology experts. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test were used to analyse the research hypothesis. The findings of the study revealed that Hyflex learning effectively improved the performance of undergraduate students in education technology. Both male and female undergraduate students in the experimental group performed better than their counterparts in the control group, though the male students had a higher mean score than their female counterparts. There is a significant difference between the mean post-test score of students taught educational technology using Hyflex learning relative to their counterparts taught using the lecture method and there is a significant interaction effect of gender on the mean scores of students in the experimental group. It was therefore recommended among others that institutions should adopt hyflex learning as a pedagogy because it offers flexible learning opportunities among undergraduate students.

EXPLORING THE ASSIMILATION OF SELF-LEARNING &amp; INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN HIGHER EDUCATION: COVID-19 PANDEMIC PERSPECTIVE IN INDIA

This article delves into the evolving landscape of ‘Self-learning’ within the area of higher education in India. With the proliferation of technology and digital resources, ‘Self-learning’ has emerged as a prominent alternative or complement to traditional classroom-based education. The article reviewed and examines the drives behind the rise of self-learning, including the accessibility of online platforms, the demand for flexible learning opportunities, and the need for continuous skilling in a rapidly changing world. Furthermore, it explores the challenges and opportunities associated with self-learning in the Indian context, such as issues of digital divide, quality assurance, and recognition of self-taught skills. Now-a-days Distance mode of education (non formal education) in Higher Education is very much popular and effective in India and the Self-learning concept is very much essential for achieving the goal. This paper reviews the existing literature on the connection of self-learning and Information and Communication Technology (ICT). With the proliferation of digital tools and platforms, ICT has significantly influenced self-learning practices, enabling learners to access resources, collaborate with peers, and personalize their learning experiences. Reviewing previous empirical studies, theoretical frameworks, literatures this study is aimed on the impact of ICT on various aspects of self-learning, including accessibility, engagement, effectiveness and inclusivity. Additionally, it explores the barriers hindering effective implementation, including issues of accessibility, digital literacy, and privacy concerns. The COVID-19 pandemic has disrupted education systems worldwide, prompting a rapid shift towards remote and self-directed learning modalities. In India, where the pandemic has exacerbated existing educational inequities, self-learning has emerged as a critical strategy to ensure continuity of education. This paper also discussed the impact of the COVID-19 situation on self-learning in India, exploring the challenges faced by learners and educators, as well as the opportunities for innovation and suggestions for enhancement. KEYWORDS: Self-learning, Higher Education, ICT, COVID-19, Online-Learning, Digital Resource, Digital divide, Distance Education

Harnessing Artificial Intelligence for Women Empowerment and Work-Life Balance Enhancement in Management

This research article explores the potential of Artificial Intelligence (AI) in empowering women in various aspects of life, particularly in management and work-life balance. AI offers a plethora of opportunities to support women's empowerment, and this study highlights several ways in which AI can contribute to their advancement. By offering flexible and affordable learning opportunities, AI can empower women to acquire new skills and knowledge, enabling them to pursue fulfilling careers and leadership roles. In the healthcare sector, AI-powered solutions can improve access to healthcare for women in remote or disadvantaged regions. AI-driven diagnostics and virtual health aides enable early detection of health issues, facilitating prompt and effective treatment. In the workplace, AI can help identify trends in gender inequality, wage discrepancies, and other injustices. Armed with these insights, employers can take specific actions to promote a diverse and inclusive workplace, offering women equal opportunities to advance in their careers. Furthermore, AI-powered personal assistants can assist women in managing their daily responsibilities and schedules effectively, facilitating a better work-life balance. Additionally, AI-powered security and surveillance systems can enhance workplace and public safety, contributing to a safer environment for women to commute, work, and interact. AI can also play a vital role in promoting social change and advocacy for women's rights and gender equality. In times of crisis and humanitarian contexts, AI can offer support in disaster response, resource allocation, and medical aid, catering to the unique challenges women may face in such situations. This research article emphasizes the importance of women's empowerment in society and how AI can act as a catalyst for positive change. By leveraging AI's capabilities while prioritizing the well-being and equality of women, this study seeks to create a more inclusive and empowering environment for women in management and beyond

Enhancing Online Learning Through Collaborative Course Development: A Case Study at the University of Botswana

Online education has experienced remarkable expansion in recent years, driven by technological advancements and the increasing demand for flexible and accessible learning opportunities. The University of Botswana, like many institutions worldwide, has actively embraced this transformative trend, recognizing the need to adapt and innovate in the realm of higher education. The digital transformation of education has paved the way for innovative approaches to course development, and at the University of Botswana, one such approach has taken center stage: collaborative course development. To ensure that online courses meet the highest standards of quality and effectiveness, the University of Botswana has established a multidisciplinary team comprising online media developers, graphic designers, Learning Management System (LMS) administrators, instructional designers, and subject matter experts. This collaborative course development team embodies a holistic approach that leverages the unique skills and expertise of each member, ultimately enhancing the online learning experience for students. This article serves as a comprehensive case study, shedding light on the tangible impact of collaborative course development on the University of Botswana's online education ecosystem. Through an in-depth analysis of this multifaceted endeavor, we aim to not only highlight the distinct contributions made by individual team members but also emphasize the overarching benefits derived from their collaborative synergy. The pivotal role of collaborative course development in ensuring the quality of online education cannot be overstated. As the University of Botswana has embraced this innovative approach, it has positioned itself as a pioneering institution at the forefront of the digital education revolution. This case study seeks to unveil the transformative power of collaboration in course development and its ability to significantly elevate the online learning experience.

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

This qualitative study was conducted with the aim of investigating the experience of mothers in Tehran in the field of virtual education during the COVID-19 pandemic. The participants in this study were 17 mothers of school children who experienced virtual education in Tehran during the COVID-19 pandemic. Data collection was done through semi-structured interviews, over the phone, and lasted for approximately 30–45 min. The interviews were audio recorded with the permission of the participants, transcribed verbatim, and analyzed using the method of conventional content analysis. For this study, 17 mothers were interviewed. Of those, 7 had one school-age child, 8 had two, and 2 had three. All of the children lived with both their mother and father. The majority of the mothers (16 out of 17) held bachelor's degrees. On average, the students were 11.76 years old. Fourteen of the students attended public schools, while 3 attended private schools. Most of the mothers (14 out of 17) reported their financial status as average. Data analysis led to the identification of 3 main themes and 12 subthemes. The three main categories were family-related factors, student-related factors, and school-related factors. The 4 themes related to family included 1) the role of family as a teacher, 2) the importance of direct and indirect supervision in family education, 3) the cost, and 4) the peace of mind. Factors related to students included 5 themes; 1) the advantages and disadvantages of virtual learning environments, 2) time management in education, 3) the consequences of failing to acquire necessary skills and knowledge, 4) issues of indifference and fraud in education, 5) physical, mental, and social problems affecting students. Factors related to schools included 3 themes; 1) the role of the teacher in virtual teaching and learning, 2) the challenges of lack of prior experience in education, 3) inequality in access to education and opportunities. The findings of this study have several implications for policymakers. Paying attention to technological and educational challenges related to virtual education and providing adequate support to parents are important things that should be prioritized. In addition, psychological support services should be made available to parents so that they can cope with the emotional challenges of virtual education. Finally, the positive experiences reported by mothers suggest that virtual education can be an effective and flexible option for future education, provided that the challenges are adequately addressed. Moreover, no work has been done on this issue comprehensively and the few studies that have followed this method have had some limitations. Therefore, schools, parents, and policymakers should explore innovative ways of integrating virtual education into the educational system to provide flexible and effective learning opportunities for students.

The Challenge of Online Education to Educational Equity and its Solving Strategies

As an emerging form of education, online education provides learners with more flexible and extensive learning opportunities, but it also brings a challenge to educational equity. Under the influence of resource allocation, regional differences and technological gap, learners' access to high-quality educational resources is unbalanced. To solve this problem, we need to start from multiple levels. The government should increase the investment in online education resources and formulate relevant policies to ensure educational equity. Online education platforms should improve the openness of educational resources and use advanced technologies to narrow the educational gap between regions. Teachers and educational institutions need to constantly improve the quality of teaching and cultivate learners' independent learning and collaborative learning abilities to adapt to the characteristics of online education. Only with the joint efforts of all parties can we truly realize the universal benefit of online education and promote educational equity.