Invisible Dimensions in Virtual Education: A Deeper Understanding of the Hidden Curriculum

Introduction: Considering the increasing importance of virtual education and the need to improve its quality, it seems necessary to identify and analyze the components affecting the hidden curriculum in this education. The purpose of this research was to investigate these components. Method The research method is qualitative and case study type. Data was collected using a mixed-methods approach with purposeful sampling. This involved semi-structured interviews with students and faculty, observations of synchronous classes, and document analysis of regulations, guidelines, meeting minutes, and synchronous platforms.The data was analyzed using conventional content analysis. Findings: According to the results, the components of the hidden curriculum in virtual education included four main themes of interactions and communication (breadth of interactions, Inefficient interactions, teacher governess, fading authority of teacher), educational atmosphere (ethics-oriented, negative academic culture, safe environment, techno-stress, unequal education, emotionless academy, emotional-supportive gap), teaching-learning methods (Self-directedness, personalized learning, deep learning, instruction at the moment and learning outcomes (personal promotion, familiarity with technology, academic failure, Non-commitment). Conclusion This research showed that various components can affect the hidden curriculum in virtual education. By paying attention to these components, we can develop solutions that leverage the hidden curriculum's positive aspects while mitigating the impact of its negative elements. Curriculum planning should prioritize these components to enhance the effectiveness of virtual education.