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

Invisible Dimensions in Virtual Education: A Deeper Understanding of the Hidden Curriculum | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Invisible Dimensions in Virtual Education: A Deeper Understanding of the Hidden Curriculum Hamideh Montazeri, Nikoo Yamani, Rita Mojtahedzadeh This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6586364/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract 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. Hidden Curriculum Virtual Education Components Introduction With the increasing spread of new technologies and the need to be more compatible with new teaching methods, virtual education has become a vital tool in educational systems. A critical but less sought-after aspect of virtual education is the hidden curriculum. Hidden curriculum refers to all experiences that learners learn indirectly from the learning environment and includes social interactions, values, and attitudes transmitted without being directly incorporated into the formal curriculum ( 1 ). Studies have demonstrated that numerous factors can influence the hidden curriculum within educational settings. For example, social interactions in virtual spaces can play a crucial role in forming social identity and increasing learners' self-confidence ( 2 ). Furthermore, digital tools and new technologies can also indirectly influence learner learning. Using online education platforms and learning management tools can enhance learners' skills and increase their engagement in the learning process. Another vital aspect of the hidden curriculum is cultural and social dynamics. Organizational culture and social values promoted within the educational environment can indirectly influence students' experiences and attitudes. Environments that foster intercultural interactions can contribute to students' social and cultural competencies development. Hidden curriculum can have different effects on learners. A comprehensive study on medical students showed that the hidden curriculum can help improve academic performance and increase student satisfaction ( 5 ). Virtual learning environments can significantly affect the hidden curriculum ( 6 ). Despite existing studies, many aspects of the hidden curriculum in virtual education remain unknown. The effects of the transition from face-to-face to online education during the COVID-19 pandemic on the hidden curriculum remain largely unexplored. Studies conducted after the COVID-19 pandemic have shown that online education has created new challenges and opportunities in the hidden curriculum ( 7 ). Oztok's study, which investigated the effects of the hidden curriculum on social justice in online education, also examined cultural and social ones in this field ( 8 ). Bigdeli et al. investigated the lived experiences of online Master's students in medical education, identifying categories within the hidden curriculum. These included communication factors, motivational factors, the need for rethinking and interactive feedback, influential training and evaluation methods, standards, educational rules and discipline, and the crucial role of faculty members ( 9 ). Based on the literature review, there appears to be a need for further investigation into the hidden curriculum in higher education and its impact on student learning experiences. Furthermore, given the significance of the hidden curriculum, its strong dependence on context, its close relationship with the explicit curriculum, its enduring and profound impact on learners, and the growing prevalence of virtual education, further research in this area is imperative. This research investigated the factors influencing the hidden curriculum in virtual education. The findings of this study can serve as a valuable resource for enhancing educational practices within virtual environments and increasing their effectiveness in addressing the hidden curriculum. Methods The research was a case study using qualitative methods. The unit of analysis was virtual education, and the case was the hidden curriculum. The participants included faculty members and students having enough experience in virtual education. Purposeful sampling was performed on the students who spent at least two semesters online and were willing to participate in the research and faculty members with at least one academic year of teaching experience in a virtual environment. Semi-structured interviews were used to collect data. Interview questions were designed based on a literature review and preliminary interviews. Some interview questions: Have you noticed any differences between online courses' content and teaching methods compared to face-to-face courses? Please explain. What did you learn/teach in virtual education besides those related to your educational goals? Please give examples. How would you assess the interaction between students and instructors in online courses? Do you feel students participate as much in virtual environments as in face-to-face settings? Why or why not? What are the biggest challenges you have faced in online education? Are there opportunities that online education can provide for learning that are not available in traditional face-to-face education? Please provide examples. As a teacher or student, what suggestions do you have for improving the quality of online educational programs? Is there any other point or topic you think should be addressed regarding hidden curriculum components in online education? Twenty-five students of master's and doctoral programs in medical education and e-learning and 15 faculty members in these fields were interviewed (Tables 1 ). Table 1 Demographic characteristics of the participants Demographic characteristics of teachers Gender Number Virtual teaching experience Female 9 2–6 Years Male 3 5–6 Years Demographic characteristics of students Gender Number Degree/Field Female 15 Ph.D. /e-learning ( 5 ) M.S. /e-learning ( 2 ) Ph.D./Medical Education ( 4 ) M.S. /Medical Education ( 4 ) Male 10 Ph.D. /e-learning ( 3 ) M.S. /e-learning ( 2 ) Ph.D./Medical Education ( 3 ) M.S. /Medical Education( 2 ) Table 1 near here Each interview lasted for 30 to 60 minutes. The interviews were recorded, transcribed verbatim, coded, and analyzed by inductive content analysis. In addition to interviews, observations were also used to collect data. The observation was done through data collection forms for synchronous classes (Appendix). The initial forms for observing synchronous courses were designed based on the literature review and then approved by four experts in the field of medical education. In total, about 40 observations were performed. Synchronous online sessions included online classrooms, journal clubs, educational workshops, and seminars. The researcher observed synchronous classes as participants in different courses run by faculty members. Observation notes were carefully recorded, and then the readings were line by line, and primary codes were extracted. Document analysis included the analysis of regulations, guidelines, meeting minutes, asynchronous platform data, and social network groups' chats. The data of asynchronous platforms were electronic content, photos, videos, exchanged messages, and question-and-answer chats. These data were also analyzed through conventional content analysis. The preliminary codes obtained from the observations and document analysis were added to the interview data, and the inductive content analysis was performed on them. For the study's rigor, Guba and Lincoln's four criteria were used ( 10 ). To gain credibility, an effort was made to select participants with diversity in virtual education experiences, including students of medical education and e-learning fields in both masters and doctoral levels. Also, the interview transcription and the extracted codes were presented to the participants, and they commented on their authenticity, and any discrepancies were noted and revised. The research audit, i.e., the detailed examination of the data by an external supervisor, observations of online synchronous and asynchronous platforms, and interviews, were used to show the dependability of data. For the confirmability of the study, the process of doing the survey was provided to the research colleagues to confirm the correctness of the research method. To facilitate transferability, a clear description of the research, the method of selection and characteristics of the participants, data collection, and the analysis process were tried so that the reader could judge the applicability of the findings in other contexts. Also, rich and detailed findings with appropriate quotations were presented to increase transferability. Findings After analyzing the data, 84 sub-sub-categories were formed from the interviews’ and observations’ codes, which led to 19 subcategories and four main categories. The main categories showed that the hidden curriculum in virtual education included interactions and communications, educational atmosphere, teaching-learning methods, and educational outcomes (Table 2 ). Table 2 Components of hidden curriculum in Virtual Education Main Categories Sub-Categories sub-sub-categories Interactions and communications breadth of interactions Extensive interactions, interaction for learning, transfer of the teacher's sense to the learner, and diversity in interaction methods. Inefficient interactions Interactive void, lack of importance of seeing people's faces, lack of proper recognition of learners and teachers, lack of genuine self-respect, incorrect judgment, and the role of tools, facilities, and people in the quality of virtual interactions. Teacher governance The teacher looks down on students, the teacher's greater freedom of action, and the teacher's role model. Fading authority of Teacher Not sensing the teacher's existence and missing the teacher's role. educational atmosphere ethics-oriented Teaching good qualities to learners, learning the rules and netiquette, forming a professional identity in virtual education, eliminating the sense of competition in virtual education, teacher commitment, and equality in access to learning. Negative academic culture There are more opportunities for cheating, immorality, collusion among learners, lack of privacy, widespread humiliation, bullying, the persistence of negative behaviors in the learner's mind, teaching a tendency towards materialism, and the role of atmosphere and culture on the hidden curriculum. Safe environment Greater comfort for the learner, no shame in attending, reduced stress, teacher companionship with learners, pleasant atmosphere, and peer support. Techno stress The stress of working with technology, teachers' fear and worry, and a pervasive sense of insecurity contribute to this. Unequal education Inequality in virtual education, ignoring individual differences, learning dependent on facilities, the role of the field and university on the hidden curriculum, characteristics of learners, and the hidden curriculum. Emotionless Academy A dry and soulless atmosphere, premature teacher fatigue, lack of emotions, a sense of not being understood by the teacher, limitation of humor, and teachers' disinterest in virtual education. Emotional-supportive gap There is a pervasive feeling of loneliness and not belonging to the educational system. There is a need for more support for learners in virtual education, confusion and disorientation, and monitoring and supervision to improve the hidden curriculum. teaching-learning methods Self-directedness Inclusive independent learning, pervasive researcher. Personalized learning There should be more accessibility and flexibility, the opportunity to practice different skills, the ability to learn anytime and anywhere, and the ability to learn from media. deep-learning Inclusive deep learning provides the opportunity for further thinking, repetition of practice for learning, purposeful assessment, feedback for learning, effective teaching of hidden curriculum, and practical design. instruction in the moment Momentary presence and absence, fleeting and unplanned learning, being in the moment as learner and teacher. Educational out-comes Personal promotion Research orientation, various learning opportunities, pure experiences of learners in virtual education, increasing creativity in teaching and learning, and increasing adaptability skills of the teacher and learner. Familiarity with technology The familiarity of the new generation with technology, the dominance of technology. Academic failure Decrease in pervasive learning, decrease in self-confidence, apathy, and concentration-dependent on environmental conditions. Non-commitment Addressing the task of virtual education for learners and teachers, not taking education seriously, and lack of commitment among learners and teachers. Table 2 near here The first Category was interactions and communication, which included the sub-categories of the breadth of interactions and inefficient interactions, teachers’ governance, and the Fading authority of teachers. Interactions in virtual education include several key components, each of which plays a vital role in the quality and effectiveness of teaching. Many faculty members and students expressed the interactive gap in virtual education. This indicates a lack of accurate and meaningful interactions between students and faculty members. According to them, these types of interactions were reduced in virtual education due to the lack of physical presence. In most virtual classes, at the same time, it was observed that students and faculty members turned off their cameras; this led to a decrease in non-verbal communication and less understanding of their feelings and reactions. The quality of interactions in virtual education was highly dependent on technical tools and facilities. Appropriate tools, such as chat, video conference, screen sharing, etc., increased the number of interactions. However, the students stated that misunderstanding and misjudgment occurred more often due to communication limitations and not seeing body language and non-verbal cues. So they realized after face-to-face classes that they had misjudged their teachers. Faculty member 11: "The reality is that we do not have the kind of interaction that happens in the real world in person in the virtual space, although we have other alternatives for it; it depends on the art of the teacher and the tools that are used and the participation of the learners, which can make the interaction less or less intense." On the other hand, the learners said that their interaction with other universities increased because they had access to the education offered by universities nationwide. They could meet their fellow students at different universities in many journal clubs and seminars, improving their communication ability. Many learners stated that the teachers' feelings were transferred to virtual education by themselves, and even their momentary feelings could be felt during virtual teaching. The faculty members also admitted that in the virtual space, their traditional authority decreased, allowing students to express their opinions easily. This reduced the restrictions of face-to-face classes for them, increasing their participation. Despite the decline in the traditional authority of faculty members, learners also expressed the sovereignty of professors in virtual education. Student 3: "Some faculty members, when it is virtual, seem to rule more and show selfish behavior; they do all their work, they use the good time of their day for themselves, and at the end of the night, they send messages to the students to have a class at eight o'clock at night." The second category was the educational atmosphere, which included sub-categories of ethics-oriented and negative academic culture, safe environment and techno-stress and Unequal education, emotionless academy, and emotional-supportive gap. According to the learners, there was an opportunity to cheat more on online tests and collude more with the learners. However, at the same time, the faculty members taught them many positive moral behaviors, such as order and social etiquette in the virtual space, which is called netiquette. So, in this environment, they faced quick reactions to the destructive behaviors of some learners, as well as constructive feedback. Faculty member 8: "Learners in virtual education learn valuable ethical lessons. For example, due to slow internet speeds, they develop patience, and by adapting to various platforms, they learn to be flexible." During the observations of the asynchronous platform, it was also seen that the faculty members did not give feedback on the assignments that were not sent in the specified time frame to teach order, responsibility, and more commitment. Or, the learners who had not referred to their offline platform system and had not downloaded the assignments and related files received a warning. Example of feedback and observed warning to learners in the asynchronous platform: "According to the system reports, several students have not yet entered the course's main page and have not viewed and studied the content. This group of students was informed that "if they do not enter the main page of the course within two months before the exam, their course will be canceled, and they will not be able to participate in the exam." Learners also mentioned the lack of support for the faculty members and their misguidance, an atmosphere devoid of emotion and without diversity and motivation, full of technical stress, and inequality in virtual education. However, in addition to all these issues, they described this environment as a safe space due to the lack of commuting and the stress of being in a group. The third category was the teaching-learning methods, which included the subcategories of self-directedness, personalized learning, deep learning, and instruction in the moment. One of virtual education's most essential hidden learnings is learners' self-directedness. They admitted that they planned their learning path and were the source of their creations and answers to their questions. In other words, virtual education made them independent and was according to their needs and interests. They determined their learning path, which could increase their motivation and responsibility in learning. Student 7: Creating a regular response structure can increase learning when faculty members assign homework. This increases our systemic order and responsibility for learning, and we become more independent in the learning process than in face-to-face education. Learners also stated that virtual education provided access to diverse and endless educational resources and materials, and these opportunities allowed them to learn continuously and without time and place restrictions and gain more depth in the subjects. In the observations of virtual groups in different social networks, the learners had more access to the links to workshops, webinars, seminars, and journal clubs, and they could use the training programs of different universities more easily. Also, the observations of synchronous classes, feedback, timely attendance, and faculty members' momentary questions led to maintaining order and management of the virtual classrooms. The fourth category was educational outcomes, which included subcategories of familiarity with technology and personal promotion, non-commitment, and academic failure. The faculty members stated that the new generation was much more familiar with technology than they were. However, they also noted that the learners did not take virtual education seriously and were not responsible for their homework. The pointed outpoints said that some teachers did synchronous online teaching just because they were doing their job and did not spend much time preparing their content and virtual teaching. Student 4: "We had a teacher who posted a PowerPoint with 170 slides; it was neither multimedia nor had any photos or videos, it was only a slide set, it did not even have questions or interactions, and it was just reading and going, what educational effect do you think it could have, he just came to a teach and go..." Based on the observations of synchronous classes, most content was in the form of slides, and students were on their own during the learning process. However, in the observations of the asynchronous platforms, most of the content prepared by the teachers was interactive and multimedia with the teachers' voices. According to the interviews with learners and faculty members, techno-skills were the skills that faculties and learners admitted that they learned in virtual education. They learned to work with software and Learning Management Systems, leading to their creativity in this field. Discussion This research was conducted to investigate the factors affecting the hidden curriculum in virtual education. Several studies have examined the components of the hidden curriculum in virtual education. In a systematic review by Nahardani (2022), the components of the hidden curriculum in virtual education included personal characteristics (self-confidence, vulnerability, acceptance, stress) in two studies, learning environment in five studies, interactions in three studies, teaching methods and evaluation in one study, rules and regulations in two studies, and teaching time in one study ( 11 ). In Uleanya's study, the theme of the hidden curriculum in online learning included creating inequalities based on differences in exposure to online learning as well as social absence, significant differences between learners in social acceptance and recognition, psychological distress, vulnerability, and self-confidence ( 7 ). Interactions and communication were among the main themes affecting the hidden curriculum in the present study. In this category, there were components at both ends of the interaction spectrum, such as the breadth of interactions, the rule of professors on one end, and the inefficient interaction on the other. In a study, Uleanya et al. ( 7 ) showed that the lack of face-to-face interactions prevents the transmission of specific characteristics and values usually learned through direct contact with faculties. This study recommends that face-to-face classes be scheduled and teachers be trained to convey expected characteristics in these classes. In the current study, the reason for inefficient interactions and the disappearance of teachers' authority was the lack of actual presence of teachers and learners next to each other. Also, in the research of Mousavi et al. ( 12 ), which investigated the opportunities and threats of the virtual curriculum of higher education, the findings showed that reducing teachers' authority was one of the critical weaknesses in virtual education, which affected the curriculum. In the research of Safabakh et al. ( 13 ), teacher-student interactions, interpersonal relationships between students and teachers, and the emotional-social atmosphere of virtual education were among the dimensions of the hidden curriculum in virtual education. Xiaokuan et al. ( 14 ) also proposed using the Telepresence application to improve the hidden curriculum and create more interaction between learners and content, learners and teachers, and learners to create an opportunity for people's presence in distance education. The second category of the present research was the educational atmosphere. The culture and academic environment influence the hidden curriculum and can help form learners' attitudes and social behaviors. In the present study, one of the components of a virtual education environment was unequal education. Unequal education means unequal access to educational opportunities and resources, which can occur for various reasons, including economic, geographic, social, and cultural status. These inequalities can negatively affect the quality of education and learning opportunities of learners ( 15 ). Oztok's research, which investigated educational inequalities in online environments, showed that virtual education can exacerbate existing inequalities because access to technology and quality internet is not the same for all learners. Cultural and social differences can affect the learning experience of learners in virtual environments ( 8 ). Techno-stress was a component in the environment, which should be controlled to make the hidden curriculum positive so that the educational atmosphere would be pleasant for the learner. In the research of Maqhsoodi et al. ( 16 ), stress was one of the effects of virtual education on the hidden curriculum. In this study, one of the main categories was the teaching-learning methods. In a survey by Abdollahifard et al. ( 17 ), teaching and evaluation methods were one of the influential components of the hidden curriculum in virtual education. Wiecha et al. ( 18 ) considered activities based on thinking, self-awareness, and collaborative learning to be practical in the hidden curriculum in online education environments. In the present study, learners also raised the depth of knowledge and the opportunity for thinking in virtual education as influential components of the hidden curriculum. In the category of educational outcomes, the components of familiarity with technology and personal promotion, lack of commitment, and academic failure were proposed as the influencing components of the hidden curriculum. Lack of commitment means non-adherence to educational principles and standards, which can appear differently. Some of these include not attending virtual classes regularly, not doing assignments and projects, and not actively participating in class discussions and activities. This lack of commitment can occur for various reasons, including the lack of proper infrastructure, supervision, and social and economic inequalities ( 19 ). In a research done by Khoshnood et al. ( 20 ), which investigated the opportunities and threats of virtual education during the coronavirus era, the lack of virtual infrastructure, the lack of monitoring of learners, and academic failure were mentioned as challenges of virtual education. In the present study, academic failure and lack of commitment were raised as the consequences of the hidden curriculum. Allan's research also showed that network learning offered a flexible approach to professional development at that time ( 20 ). The present study proposed individual growth and promotion as educational consequences affecting the hidden curriculum. So, even though our study revealed more components affecting the hidden curriculum, most results align with other studies. Limitations and suggestions One limitation of this study was the low number of synchronous online classes. Since most of the university training was face-to-face, the participation of students of virtual disciplines was used. Because the hidden curriculum strongly depends on the field under investigation, it is suggested that this study be performed in different contexts and fields. Conclusion The current research examined the factors affecting the hidden curriculum in virtual education. The findings showed that the Components of the hidden curriculum in virtual education include four main themes: interactions and communication, educational atmosphere, teaching-learning methods, and learning outcomes. Each theme shows both positive and negative effects due to the hidden curriculum. Some positive components of the hidden curriculum in virtual education, such as the breadth of interactions, ethics-oriented, self-directedness, personalized learning, deep learning, safe space, personal promotion, and familiarity with technology, could strengthen the learning. The harmful components such as inefficient interactions, negative academic culture, techno-stress, dry academy, emotional-supportive gap, unequal education, non-commitment, and educational failure could weaken the learning process and need some interventional strategy to weaken their effects. Due to the lack of physical presence, interactions and communication in the virtual environment require new and creative methods to maintain effective communication between learners and teachers. The educational atmosphere in the virtual environment is different from the physical environment and will require adaptation to new technologies and creating a supportive and motivating environment for learners. The learning process in virtual education should be designed to meet learners' diverse needs and use digital tools best. Finally, the outcomes of the education theme showed that despite the challenges involved, virtual education could improve outcomes in the context of the hidden curriculum in a properly planned and implemented way. The research findings showed that to exploit the potential of virtual education fully, it is necessary to review and adapt curricula and educational methods to new conditions. Declarations Ethics approval and consent to participate This paper is part of a Ph.D. research project in medical education. The study was approved by the Ethics Committee of the Vice-Chancellor for Research at Isfahan University of Medical Sciences, Iran (Ethics Code: IR.ARI.MUI.REC.1402.167). It was conducted in full accordance with the ethical principles outlined in the Declaration of Helsinki. All relevant ethical guidelines and standards were strictly followed, and informed consent was obtained from all participants prior to data collection. Clinical trial number Not applicable Consent for publication Not applicable Availability of data and materials the datasets used and analyzed during the current study are available from the corresponding author on reasonable request. Competing interests The authors declare that they have no competing interests. Funding This study was funded by Isfahan University of Medical Sciences. Authors’ contributions H.M., N.Y., and R.M. provided the initial idea, and conceptualized and designed the study. H.M.and N.Y. did Content analysis. All the authors read and approved the final manuscript. Acknowledgment: We are incredibly grateful to the respected faculty members and students of medical education and electronic education at medical sciences universities who helped us in this research. References Anderson T. The Theory and Practice of Online Learning. Athabasca University; 2019. Garrison DR, Vaughan ND. Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass; 2008. Jackson PW. Life in Classrooms. Holt, Rinehart and Winston; 1968. Margolis E, Romero M. The Hidden Curriculum in Higher Education. Routledge; 1998. Hafferty FW, Castellani B. The hidden curriculum: a theory of medical education. In Handbook of the sociology of medical education 2009 Sep 10 (pp. 15–35). Leopardi E. The medical school learning environment and its effects on the students’ choices in learning: formal, informal and hidden curriculum in action. Uleanya C, Chapman DL. Hidden curriculum versus transition from onsite to online: A review following COVID-19 pandemic outbreak. Curric Teach Stud. 2022;10(1):2090102. Öztok M. The hidden curriculum of online learning: Understanding social justice through critical pedagogy. London: Routledge; 2019. Bigdeli S, Salami M, Dehnad A, Zazoly A, Sohrabi Z, Nahardani Z, et al. Exploring Lived Experiences of Students Studying at Master’s Degree of Online Medical Education about Hidden Curriculum. Strides Dev Med Educ. 2023;20(1):110–7. Lincoln YS, Egon G. Guba. Naturalistic inquiry. sage; 1985. Nahardani SZ, Salami MR, Mirmoghtadaie Z, Keshavarzi MH. The Hidden Curriculum in Online Education Based on Systematized Review. Shiraz E-Medical J. 2022;23(4). Mousavi S. Investigate the Strengths, Weaknesses, Opportunities and Threats of Virtual Higher Education Curricula. Iran: Independent Researcher, Isfahan; 2024. Leila Safabakhsh AAP. Javid Dehghan Haghigi, Azizaleh Arbab Yasarjoo. Designing and Evaluating Hidden Curriculum Dimensions in Virtual Education during the Corona Pandemic. J new developments Psychol educational Sci Educ. 2022;410:2588–7513. An X, editor. Application telepresence to promote the hidden curriculum of distance education. ICEIT 2010–2010 International Conference on Educational and Information Technology, Proceedings; 2010. Van der Ploeg P. Dewey versus ‘Dewey’on democracy and education. Educ Citizsh Social Justice. 2016;11(2):145–59. Maghsoudi S, Malekshahi M. The Impact of E-Learning in the Hidden Curriculum. Bi-quarterly J Educational Stud NAMA. 2016;8(0):14–21. Abdolahifard K, Amini M, Mosalanejad L, HOLLESTİC APPROACH TO HİDDEN, ASPECTS OF THE CURRİCULUM İN VİRTUAL EDUCATİON. A MİXED-METHOD STUDY. Pharmacophore. 2017;8(6S):1173215–e. Wiecha JM, Markuns JF. Promoting medical humanism: design and evaluation of an online curriculum. Fam Med. 2008;40(9):617–9. Khoshnood A, Khoshnood Z. Challenges of virtual teaching from the perspective of students: A. case study of Kurdistan University; 2021. Allan B. Time to learn? E-learners' experiences of time in virtual learning communities. Manage Learn. 2007;38(5):557–72. Additional Declarations No competing interests reported. Supplementary Files appendix1y1.docx InterviewGuideOnlineEducation.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 16 May, 2026 Reviewers agreed at journal 07 May, 2026 Reviews received at journal 12 Jan, 2026 Reviewers agreed at journal 28 Sep, 2025 Reviewers agreed at journal 15 Sep, 2025 Reviewers agreed at journal 15 Sep, 2025 Reviewers invited by journal 15 Sep, 2025 Editor invited by journal 21 Aug, 2025 Editor assigned by journal 06 Jun, 2025 Submission checks completed at journal 05 Jun, 2025 First submitted to journal 05 Jun, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6586364","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":518823422,"identity":"4d980693-c7bd-4e00-9d7a-814cf1669a71","order_by":0,"name":"Hamideh Montazeri","email":"","orcid":"","institution":"Isfahan University of Medical Sciences, Isfahan University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Hamideh","middleName":"","lastName":"Montazeri","suffix":""},{"id":518823424,"identity":"40400831-ceef-4bc6-8fad-e04df66be367","order_by":1,"name":"Nikoo Yamani","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6klEQVRIiWNgGAWjYBACg8NsMCZj4wMgycNHSIsFkpZmA5AWNjyqwcDmAEIJmwSYJKjlOFvig49tdtH8s5vbKr/m2MmwMTA/fHQDjxazw2yHDWe2JefOuHOw7bbstmSgw9iMjXPwamFvk+ZtY85tuJHYdltyGzNQCw+bND4txhAt9bnzgVqKJbfVE9ZieJjtGFDL4dwNQC2MH7cdJkpLsuGMc8dzN95IbJZm3Hach42ZgF8Mzh8zfPChrDp33o30hx9/bqu252dvfvgYnxYwYITGBTMPmCSkHAz+QLX+IEr1KBgFo2AUjDQAAEljS1N/Uo3iAAAAAElFTkSuQmCC","orcid":"","institution":"Isfahan University of Medical Sciences, Isfahan University of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Nikoo","middleName":"","lastName":"Yamani","suffix":""},{"id":518823426,"identity":"2e953ca5-7d37-4070-bceb-0d93f6e938e8","order_by":2,"name":"Rita Mojtahedzadeh","email":"","orcid":"","institution":"Tehran University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Rita","middleName":"","lastName":"Mojtahedzadeh","suffix":""}],"badges":[],"createdAt":"2025-05-04 02:53:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6586364/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6586364/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":92012620,"identity":"e3fff062-a98c-4930-b100-d5253459e741","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":34888,"visible":true,"origin":"","legend":"","description":"","filename":"Manuscript46.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/ee94eb41b082d3e38012f14b.docx"},{"id":92014180,"identity":"737a0401-56a1-45a2-b791-f83000f45003","added_by":"auto","created_at":"2025-09-23 16:10:20","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":20163,"visible":true,"origin":"","legend":"","description":"","filename":"tablesofarticle.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/69982c886b8d9be5ca88442e.docx"},{"id":92013258,"identity":"3ad8e27a-4591-4cd6-a8b4-62c51dbb784c","added_by":"auto","created_at":"2025-09-23 16:02:20","extension":"json","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":5417,"visible":true,"origin":"","legend":"","description":"","filename":"07d8cea360554433847c2097bb806ac1.json","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/20156bb879f9249fc559316b.json"},{"id":92012624,"identity":"7b0d9ff0-c611-45b1-aaf5-c78e1f8a15ab","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"docx","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":27732,"visible":true,"origin":"","legend":"","description":"","filename":"InterviewGuideOnlineEducation.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/978fb19dfcd7a9dcafe72d1c.docx"},{"id":92012621,"identity":"cc326e79-2869-4760-83a7-2613dca88741","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"docx","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":18401,"visible":true,"origin":"","legend":"","description":"","filename":"appendix1y1.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/9784066f728133f1d44c7759.docx"},{"id":92012625,"identity":"65960a04-4f6f-4886-ab58-e3f249674e81","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"xml","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":67821,"visible":true,"origin":"","legend":"","description":"","filename":"07d8cea360554433847c2097bb806ac11enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/8a3af7d460beab388421c3fa.xml"},{"id":92012626,"identity":"af2d9e73-b17c-4793-b27b-ba6c9642ec6c","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"xml","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":65334,"visible":true,"origin":"","legend":"","description":"","filename":"07d8cea360554433847c2097bb806ac11structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/999b2f14c39f079db40f5952.xml"},{"id":92012627,"identity":"9be59e91-4fcc-4aff-9894-f05df360ddbf","added_by":"auto","created_at":"2025-09-23 15:54:20","extension":"html","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":73704,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/4d6f98886190a28e869a2521.html"},{"id":92014182,"identity":"7ecae0bc-69fe-4bb9-bddf-7869d7233cc4","added_by":"auto","created_at":"2025-09-23 16:10:25","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":520909,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/e7dbcddc-6003-4cac-aa7e-31684e34755d.pdf"},{"id":92013256,"identity":"111c5175-1794-4cd8-b8a5-91711731750f","added_by":"auto","created_at":"2025-09-23 16:02:20","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":18401,"visible":true,"origin":"","legend":"","description":"","filename":"appendix1y1.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/ad18b8588d9d0dfb4fe1aa96.docx"},{"id":92014181,"identity":"0192c895-8440-4042-a283-e82ba92763b6","added_by":"auto","created_at":"2025-09-23 16:10:20","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":27732,"visible":true,"origin":"","legend":"","description":"","filename":"InterviewGuideOnlineEducation.docx","url":"https://assets-eu.researchsquare.com/files/rs-6586364/v1/fe49e8f916ff221191cc04ec.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Invisible Dimensions in Virtual Education: A Deeper Understanding of the Hidden Curriculum","fulltext":[{"header":"Introduction","content":"\u003cp\u003eWith the increasing spread of new technologies and the need to be more compatible with new teaching methods, virtual education has become a vital tool in educational systems. A critical but less sought-after aspect of virtual education is the hidden curriculum. Hidden curriculum refers to all experiences that learners learn indirectly from the learning environment and includes social interactions, values, and attitudes transmitted without being directly incorporated into the formal curriculum (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Studies have demonstrated that numerous factors can influence the hidden curriculum within educational settings.\u003c/p\u003e\u003cp\u003eFor example, social interactions in virtual spaces can play a crucial role in forming social identity and increasing learners' self-confidence (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). Furthermore, digital tools and new technologies can also indirectly influence learner learning.\u003c/p\u003e\u003cp\u003eUsing online education platforms and learning management tools can enhance learners' skills and increase their engagement in the learning process. Another vital aspect of the hidden curriculum is cultural and social dynamics. Organizational culture and social values promoted within the educational environment can indirectly influence students' experiences and attitudes. Environments that foster intercultural interactions can contribute to students' social and cultural competencies development. Hidden curriculum can have different effects on learners. A comprehensive study on medical students showed that the hidden curriculum can help improve academic performance and increase student satisfaction (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). Virtual learning environments can significantly affect the hidden curriculum (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Despite existing studies, many aspects of the hidden curriculum in virtual education remain unknown. The effects of the transition from face-to-face to online education during the COVID-19 pandemic on the hidden curriculum remain largely unexplored.\u003c/p\u003e\u003cp\u003eStudies conducted after the COVID-19 pandemic have shown that online education has created new challenges and opportunities in the hidden curriculum (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Oztok's study, which investigated the effects of the hidden curriculum on social justice in online education, also examined cultural and social ones in this field (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Bigdeli et al. investigated the lived experiences of online Master's students in medical education, identifying categories within the hidden curriculum. These included communication factors, motivational factors, the need for rethinking and interactive feedback, influential training and evaluation methods, standards, educational rules and discipline, and the crucial role of faculty members (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). Based on the literature review, there appears to be a need for further investigation into the hidden curriculum in higher education and its impact on student learning experiences.\u003c/p\u003e\u003cp\u003eFurthermore, given the significance of the hidden curriculum, its strong dependence on context, its close relationship with the explicit curriculum, its enduring and profound impact on learners, and the growing prevalence of virtual education, further research in this area is imperative.\u003c/p\u003e\u003cp\u003eThis research investigated the factors influencing the hidden curriculum in virtual education.\u003c/p\u003e\u003cp\u003eThe findings of this study can serve as a valuable resource for enhancing educational practices within virtual environments and increasing their effectiveness in addressing the hidden curriculum.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThe research was a case study using qualitative methods. The unit of analysis was virtual education, and the case was the hidden curriculum. The participants included faculty members and students having enough experience in virtual education. Purposeful sampling was performed on the students who spent at least two semesters online and were willing to participate in the research and faculty members with at least one academic year of teaching experience in a virtual environment. Semi-structured interviews were used to collect data. Interview questions were designed based on a literature review and preliminary interviews.\u003c/p\u003e\u003cp\u003eSome interview questions:\u003c/p\u003e\u003cp\u003eHave you noticed any differences between online courses' content and teaching methods compared to face-to-face courses? Please explain.\u003c/p\u003e\u003cp\u003eWhat did you learn/teach in virtual education besides those related to your educational goals? Please give examples.\u003c/p\u003e\u003cp\u003eHow would you assess the interaction between students and instructors in online courses?\u003c/p\u003e\u003cp\u003eDo you feel students participate as much in virtual environments as in face-to-face settings? Why or why not?\u003c/p\u003e\u003cp\u003eWhat are the biggest challenges you have faced in online education?\u003c/p\u003e\u003cp\u003eAre there opportunities that online education can provide for learning that are not available in traditional face-to-face education? Please provide examples.\u003c/p\u003e\u003cp\u003eAs a teacher or student, what suggestions do you have for improving the quality of online educational programs?\u003c/p\u003e\u003cp\u003eIs there any other point or topic you think should be addressed regarding hidden curriculum components in online education?\u003c/p\u003e\u003cp\u003eTwenty-five students of master's and doctoral programs in medical education and e-learning and 15 faculty members in these fields were interviewed (Tables \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic characteristics of the participants\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eDemographic characteristics of teachers\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eNumber\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVirtual teaching experience\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e2\u0026ndash;6 Years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5\u0026ndash;6 Years\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e\u003cp\u003eDemographic characteristics of students\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eNumber\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003eDegree/Field\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003ePh.D. /e-learning (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eM.S. /e-learning (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e\u003cp\u003ePh.D./Medical Education (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eM.S. /Medical Education (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003ePh.D. /e-learning (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eM.S. /e-learning (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e\u003cp\u003ePh.D./Medical Education (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eM.S. /Medical Education(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e \u003cb\u003enear here\u003c/b\u003e\u003c/p\u003e\u003cp\u003eEach interview lasted for 30 to 60 minutes. The interviews were recorded, transcribed verbatim, coded, and analyzed by inductive content analysis. In addition to interviews, observations were also used to collect data. The observation was done through data collection forms for synchronous classes (Appendix). The initial forms for observing synchronous courses were designed based on the literature review and then approved by four experts in the field of medical education. In total, about 40 observations were performed. Synchronous online sessions included online classrooms, journal clubs, educational workshops, and seminars. The researcher observed synchronous classes as participants in different courses run by faculty members. Observation notes were carefully recorded, and then the readings were line by line, and primary codes were extracted. Document analysis included the analysis of regulations, guidelines, meeting minutes, asynchronous platform data, and social network groups' chats. The data of asynchronous platforms were electronic content, photos, videos, exchanged messages, and question-and-answer chats. These data were also analyzed through conventional content analysis. The preliminary codes obtained from the observations and document analysis were added to the interview data, and the inductive content analysis was performed on them. For the study's rigor, Guba and Lincoln's four criteria were used (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). To gain credibility, an effort was made to select participants with diversity in virtual education experiences, including students of medical education and e-learning fields in both masters and doctoral levels. Also, the interview transcription and the extracted codes were presented to the participants, and they commented on their authenticity, and any discrepancies were noted and revised. The research audit, i.e., the detailed examination of the data by an external supervisor, observations of online synchronous and asynchronous platforms, and interviews, were used to show the dependability of data. For the confirmability of the study, the process of doing the survey was provided to the research colleagues to confirm the correctness of the research method. To facilitate transferability, a clear description of the research, the method of selection and characteristics of the participants, data collection, and the analysis process were tried so that the reader could judge the applicability of the findings in other contexts. Also, rich and detailed findings with appropriate quotations were presented to increase transferability.\u003c/p\u003e"},{"header":"Findings","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003cp\u003eAfter analyzing the data, 84 sub-sub-categories were formed from the interviews\u0026rsquo; and observations\u0026rsquo; codes, which led to 19 subcategories and four main categories. The main categories showed that the hidden curriculum in virtual education included interactions and communications, educational atmosphere, teaching-learning methods, and educational outcomes (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComponents of hidden curriculum in Virtual Education\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMain Categories\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSub-Categories\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003esub-sub-categories\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eInteractions and communications\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ebreadth of interactions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eExtensive interactions, interaction for learning, transfer of the teacher's sense to the learner, and diversity in interaction methods.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInefficient interactions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInteractive void, lack of importance of seeing people's faces, lack of proper recognition of learners and teachers, lack of genuine self-respect, incorrect judgment, and the role of tools, facilities, and people in the quality of virtual interactions.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTeacher governance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe teacher looks down on students, the teacher's greater freedom of action, and the teacher's role model.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFading authority of Teacher\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNot sensing the teacher's existence and missing the teacher's role.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e\u003cp\u003eeducational atmosphere\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eethics-oriented\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTeaching good qualities to learners, learning the rules and netiquette, forming a professional identity in virtual education, eliminating the sense of competition in virtual education, teacher commitment, and equality in access to learning.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNegative academic culture\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThere are more opportunities for cheating, immorality, collusion among learners, lack of privacy, widespread humiliation, bullying, the persistence of negative behaviors in the learner's mind, teaching a tendency towards materialism, and the role of atmosphere and culture on the hidden curriculum.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSafe environment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGreater comfort for the learner, no shame in attending, reduced stress, teacher companionship with learners, pleasant atmosphere, and peer support.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTechno stress\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe stress of working with technology, teachers' fear and worry, and a pervasive sense of insecurity contribute to this.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnequal education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInequality in virtual education, ignoring individual differences, learning dependent on facilities, the role of the field and university on the hidden curriculum, characteristics of learners, and the hidden curriculum.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotionless Academy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eA dry and soulless atmosphere, premature teacher fatigue, lack of emotions, a sense of not being understood by the teacher, limitation of humor, and teachers' disinterest in virtual education.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotional-supportive gap\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThere is a pervasive feeling of loneliness and not belonging to the educational system. There is a need for more support for learners in virtual education, confusion and disorientation, and monitoring and supervision to improve the hidden curriculum.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eteaching-learning methods\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-directedness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInclusive independent learning, pervasive researcher.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonalized learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThere should be more accessibility and flexibility, the opportunity to practice different skills, the ability to learn anytime and anywhere, and the ability to learn from media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003edeep-learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eInclusive deep learning provides the opportunity for further thinking, repetition of practice for learning, purposeful assessment, feedback for learning, effective teaching of hidden curriculum, and practical design.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003einstruction in the moment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMomentary presence and absence, fleeting and unplanned learning, being in the moment as learner and teacher.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eEducational out-comes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal promotion\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eResearch orientation, various learning opportunities, pure experiences of learners in virtual education, increasing creativity in teaching and learning, and increasing adaptability skills of the teacher and learner.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamiliarity with technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eThe familiarity of the new generation with technology, the dominance of technology.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAcademic failure\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDecrease in pervasive learning, decrease in self-confidence, apathy, and concentration-dependent on environmental conditions.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-commitment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAddressing the task of virtual education for learners and teachers, not taking education seriously, and lack of commitment among learners and teachers.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e \u003cb\u003enear here\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe first Category was interactions and communication, which included the sub-categories of the breadth of interactions and inefficient interactions, teachers\u0026rsquo; governance, and the Fading authority of teachers. Interactions in virtual education include several key components, each of which plays a vital role in the quality and effectiveness of teaching. Many faculty members and students expressed the interactive gap in virtual education. This indicates a lack of accurate and meaningful interactions between students and faculty members. According to them, these types of interactions were reduced in virtual education due to the lack of physical presence. In most virtual classes, at the same time, it was observed that students and faculty members turned off their cameras; this led to a decrease in non-verbal communication and less understanding of their feelings and reactions. The quality of interactions in virtual education was highly dependent on technical tools and facilities. Appropriate tools, such as chat, video conference, screen sharing, etc., increased the number of interactions. However, the students stated that misunderstanding and misjudgment occurred more often due to communication limitations and not seeing body language and non-verbal cues. So they realized after face-to-face classes that they had misjudged their teachers.\u003c/p\u003e\u003cp\u003eFaculty member 11:\u003c/p\u003e\u003cp\u003e\"The reality is that we do not have the kind of interaction that happens in the real world in person in the virtual space, although we have other alternatives for it; it depends on the art of the teacher and the tools that are used and the participation of the learners, which can make the interaction less or less intense.\"\u003c/p\u003e\u003cp\u003eOn the other hand, the learners said that their interaction with other universities increased because they had access to the education offered by universities nationwide. They could meet their fellow students at different universities in many journal clubs and seminars, improving their communication ability. Many learners stated that the teachers' feelings were transferred to virtual education by themselves, and even their momentary feelings could be felt during virtual teaching. The faculty members also admitted that in the virtual space, their traditional authority decreased, allowing students to express their opinions easily. This reduced the restrictions of face-to-face classes for them, increasing their participation. Despite the decline in the traditional authority of faculty members, learners also expressed the sovereignty of professors in virtual education.\u003c/p\u003e\u003cp\u003eStudent 3:\u003c/p\u003e\u003cp\u003e\"Some faculty members, when it is virtual, seem to rule more and show selfish behavior; they do all their work, they use the good time of their day for themselves, and at the end of the night, they send messages to the students to have a class at eight o'clock at night.\"\u003c/p\u003e\u003cp\u003eThe second category was the educational atmosphere, which included sub-categories of ethics-oriented and negative academic culture, safe environment and techno-stress and Unequal education, emotionless academy, and emotional-supportive gap. According to the learners, there was an opportunity to cheat more on online tests and collude more with the learners. However, at the same time, the faculty members taught them many positive moral behaviors, such as order and social etiquette in the virtual space, which is called netiquette. So, in this environment, they faced quick reactions to the destructive behaviors of some learners, as well as constructive feedback.\u003c/p\u003e\u003cp\u003eFaculty member 8:\u003c/p\u003e\u003cp\u003e\"Learners in virtual education learn valuable ethical lessons. For example, due to slow internet speeds, they develop patience, and by adapting to various platforms, they learn to be flexible.\"\u003c/p\u003e\u003cp\u003eDuring the observations of the asynchronous platform, it was also seen that the faculty members did not give feedback on the assignments that were not sent in the specified time frame to teach order, responsibility, and more commitment. Or, the learners who had not referred to their offline platform system and had not downloaded the assignments and related files received a warning.\u003c/p\u003e\u003cp\u003eExample of feedback and observed warning to learners in the asynchronous platform:\u003c/p\u003e\u003cp\u003e\"According to the system reports, several students have not yet entered the course's main page and have not viewed and studied the content. This group of students was informed that \"if they do not enter the main page of the course within two months before the exam, their course will be canceled, and they will not be able to participate in the exam.\"\u003c/p\u003e\u003cp\u003eLearners also mentioned the lack of support for the faculty members and their misguidance, an atmosphere devoid of emotion and without diversity and motivation, full of technical stress, and inequality in virtual education. However, in addition to all these issues, they described this environment as a safe space due to the lack of commuting and the stress of being in a group.\u003c/p\u003e\u003cp\u003eThe third category was the teaching-learning methods, which included the subcategories of self-directedness, personalized learning, deep learning, and instruction in the moment. One of virtual education's most essential hidden learnings is learners' self-directedness. They admitted that they planned their learning path and were the source of their creations and answers to their questions. In other words, virtual education made them independent and was according to their needs and interests. They determined their learning path, which could increase their motivation and responsibility in learning.\u003c/p\u003e\u003cp\u003eStudent 7:\u003c/p\u003e\u003cp\u003eCreating a regular response structure can increase learning when faculty members assign homework. This increases our systemic order and responsibility for learning, and we become more independent in the learning process than in face-to-face education.\u003c/p\u003e\u003cp\u003eLearners also stated that virtual education provided access to diverse and endless educational resources and materials, and these opportunities allowed them to learn continuously and without time and place restrictions and gain more depth in the subjects. In the observations of virtual groups in different social networks, the learners had more access to the links to workshops, webinars, seminars, and journal clubs, and they could use the training programs of different universities more easily. Also, the observations of synchronous classes, feedback, timely attendance, and faculty members' momentary questions led to maintaining order and management of the virtual classrooms.\u003c/p\u003e\u003cp\u003eThe fourth category was educational outcomes, which included subcategories of familiarity with technology and personal promotion, non-commitment, and academic failure. The faculty members stated that the new generation was much more familiar with technology than they were. However, they also noted that the learners did not take virtual education seriously and were not responsible for their homework. The pointed outpoints said that some teachers did synchronous online teaching just because they were doing their job and did not spend much time preparing their content and virtual teaching.\u003c/p\u003e\u003cp\u003eStudent 4:\u003c/p\u003e\u003cp\u003e\"We had a teacher who posted a PowerPoint with 170 slides; it was neither multimedia nor had any photos or videos, it was only a slide set, it did not even have questions or interactions, and it was just reading and going, what educational effect do you think it could have, he just came to a teach and go...\"\u003c/p\u003e\u003cp\u003eBased on the observations of synchronous classes, most content was in the form of slides, and students were on their own during the learning process. However, in the observations of the asynchronous platforms, most of the content prepared by the teachers was interactive and multimedia with the teachers' voices. According to the interviews with learners and faculty members, techno-skills were the skills that faculties and learners admitted that they learned in virtual education. They learned to work with software and Learning Management Systems, leading to their creativity in this field.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis research was conducted to investigate the factors affecting the hidden curriculum in virtual education. Several studies have examined the components of the hidden curriculum in virtual education. In a systematic review by Nahardani (2022), the components of the hidden curriculum in virtual education included personal characteristics (self-confidence, vulnerability, acceptance, stress) in two studies, learning environment in five studies, interactions in three studies, teaching methods and evaluation in one study, rules and regulations in two studies, and teaching time in one study (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). In Uleanya's study, the theme of the hidden curriculum in online learning included creating inequalities based on differences in exposure to online learning as well as social absence, significant differences between learners in social acceptance and recognition, psychological distress, vulnerability, and self-confidence (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Interactions and communication were among the main themes affecting the hidden curriculum in the present study. In this category, there were components at both ends of the interaction spectrum, such as the breadth of interactions, the rule of professors on one end, and the inefficient interaction on the other. In a study, Uleanya et al. (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e) showed that the lack of face-to-face interactions prevents the transmission of specific characteristics and values usually learned through direct contact with faculties. This study recommends that face-to-face classes be scheduled and teachers be trained to convey expected characteristics in these classes.\u003c/p\u003e\u003c/p\u003e\u003cp\u003eIn the current study, the reason for inefficient interactions and the disappearance of teachers' authority was the lack of actual presence of teachers and learners next to each other. Also, in the research of Mousavi et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e), which investigated the opportunities and threats of the virtual curriculum of higher education, the findings showed that reducing teachers' authority was one of the critical weaknesses in virtual education, which affected the curriculum. In the research of Safabakh et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e), teacher-student interactions, interpersonal relationships between students and teachers, and the emotional-social atmosphere of virtual education were among the dimensions of the hidden curriculum in virtual education. Xiaokuan et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e) also proposed using the Telepresence application to improve the hidden curriculum and create more interaction between learners and content, learners and teachers, and learners to create an opportunity for people's presence in distance education. The second category of the present research was the educational atmosphere. The culture and academic environment influence the hidden curriculum and can help form learners' attitudes and social behaviors. In the present study, one of the components of a virtual education environment was unequal education. Unequal education means unequal access to educational opportunities and resources, which can occur for various reasons, including economic, geographic, social, and cultural status. These inequalities can negatively affect the quality of education and learning opportunities of learners (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). Oztok's research, which investigated educational inequalities in online environments, showed that virtual education can exacerbate existing inequalities because access to technology and quality internet is not the same for all learners. Cultural and social differences can affect the learning experience of learners in virtual environments (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Techno-stress was a component in the environment, which should be controlled to make the hidden curriculum positive so that the educational atmosphere would be pleasant for the learner. In the research of Maqhsoodi et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e), stress was one of the effects of virtual education on the hidden curriculum. In this study, one of the main categories was the teaching-learning methods. In a survey by Abdollahifard et al. (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e), teaching and evaluation methods were one of the influential components of the hidden curriculum in virtual education. Wiecha et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) considered activities based on thinking, self-awareness, and collaborative learning to be practical in the hidden curriculum in online education environments. In the present study, learners also raised the depth of knowledge and the opportunity for thinking in virtual education as influential components of the hidden curriculum.\u003c/p\u003e\u003cp\u003eIn the category of educational outcomes, the components of familiarity with technology and personal promotion, lack of commitment, and academic failure were proposed as the influencing components of the hidden curriculum. Lack of commitment means non-adherence to educational principles and standards, which can appear differently. Some of these include not attending virtual classes regularly, not doing assignments and projects, and not actively participating in class discussions and activities. This lack of commitment can occur for various reasons, including the lack of proper infrastructure, supervision, and social and economic inequalities (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). In a research done by Khoshnood et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e), which investigated the opportunities and threats of virtual education during the coronavirus era, the lack of virtual infrastructure, the lack of monitoring of learners, and academic failure were mentioned as challenges of virtual education. In the present study, academic failure and lack of commitment were raised as the consequences of the hidden curriculum. Allan's research also showed that network learning offered a flexible approach to professional development at that time (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). The present study proposed individual growth and promotion as educational consequences affecting the hidden curriculum. So, even though our study revealed more components affecting the hidden curriculum, most results align with other studies.\u003c/p\u003e\u003cp\u003eLimitations and suggestions\u003c/p\u003e\u003cp\u003eOne limitation of this study was the low number of synchronous online classes. Since most of the university training was face-to-face, the participation of students of virtual disciplines was used. Because the hidden curriculum strongly depends on the field under investigation, it is suggested that this study be performed in different contexts and fields.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe current research examined the factors affecting the hidden curriculum in virtual education. The findings showed that the Components of the hidden curriculum in virtual education include four main themes: interactions and communication, educational atmosphere, teaching-learning methods, and learning outcomes. Each theme shows both positive and negative effects due to the hidden curriculum. Some positive components of the hidden curriculum in virtual education, such as the breadth of interactions, ethics-oriented, self-directedness, personalized learning, deep learning, safe space, personal promotion, and familiarity with technology, could strengthen the learning. The harmful components such as inefficient interactions, negative academic culture, techno-stress, dry academy, emotional-supportive gap, unequal education, non-commitment, and educational failure could weaken the learning process and need some interventional strategy to weaken their effects. Due to the lack of physical presence, interactions and communication in the virtual environment require new and creative methods to maintain effective communication between learners and teachers. The educational atmosphere in the virtual environment is different from the physical environment and will require adaptation to new technologies and creating a supportive and motivating environment for learners. The learning process in virtual education should be designed to meet learners' diverse needs and use digital tools best. Finally, the outcomes of the education theme showed that despite the challenges involved, virtual education could improve outcomes in the context of the hidden curriculum in a properly planned and implemented way. The research findings showed that to exploit the potential of virtual education fully, it is necessary to review and adapt curricula and educational methods to new conditions.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis paper is part of a Ph.D. research project in medical education. The study was approved by the Ethics Committee of the Vice-Chancellor for Research at Isfahan University of Medical Sciences, Iran (Ethics Code: IR.ARI.MUI.REC.1402.167). It was conducted in full accordance with the ethical principles outlined in the Declaration of Helsinki. All relevant ethical guidelines and standards were strictly followed, and informed consent was obtained from all participants prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ethe datasets used and analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was funded by Isfahan University of Medical Sciences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eH.M., N.Y., and R.M. provided the initial idea, and conceptualized and designed the study. H.M.and N.Y. did Content analysis. All the authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgment:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe are incredibly grateful to the respected faculty members and students of medical education and electronic education at medical sciences universities who helped us in this research.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAnderson T. The Theory and Practice of Online Learning. Athabasca University; 2019.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGarrison DR, Vaughan ND. Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass; 2008.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJackson PW. Life in Classrooms. Holt, Rinehart and Winston; 1968.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMargolis E, Romero M. The Hidden Curriculum in Higher Education. Routledge; 1998.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHafferty FW, Castellani B. The hidden curriculum: a theory of medical education. In Handbook of the sociology of medical education 2009 Sep 10 (pp. 15\u0026ndash;35).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLeopardi E. The medical school learning environment and its effects on the students\u0026rsquo; choices in learning: formal, informal and hidden curriculum in action.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eUleanya C, Chapman DL. Hidden curriculum versus transition from onsite to online: A review following COVID-19 pandemic outbreak. Curric Teach Stud. 2022;10(1):2090102.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003e\u0026Ouml;ztok M. The hidden curriculum of online learning: Understanding social justice through critical pedagogy. London: Routledge; 2019.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBigdeli S, Salami M, Dehnad A, Zazoly A, Sohrabi Z, Nahardani Z, et al. Exploring Lived Experiences of Students Studying at Master\u0026rsquo;s Degree of Online Medical Education about Hidden Curriculum. Strides Dev Med Educ. 2023;20(1):110\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLincoln YS, Egon G. Guba. Naturalistic inquiry. sage; 1985.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNahardani SZ, Salami MR, Mirmoghtadaie Z, Keshavarzi MH. The Hidden Curriculum in Online Education Based on Systematized Review. Shiraz E-Medical J. 2022;23(4).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMousavi S. Investigate the Strengths, Weaknesses, Opportunities and Threats of Virtual Higher Education Curricula. Iran: Independent Researcher, Isfahan; 2024.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLeila Safabakhsh AAP. Javid Dehghan Haghigi, Azizaleh Arbab Yasarjoo. Designing and Evaluating Hidden Curriculum Dimensions in Virtual Education during the Corona Pandemic. J new developments Psychol educational Sci Educ. 2022;410:2588\u0026ndash;7513.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAn X, editor. Application telepresence to promote the hidden curriculum of distance education. ICEIT 2010\u0026ndash;2010 International Conference on Educational and Information Technology, Proceedings; 2010.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVan der Ploeg P. Dewey versus \u0026lsquo;Dewey\u0026rsquo;on democracy and education. Educ Citizsh Social Justice. 2016;11(2):145\u0026ndash;59.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMaghsoudi S, Malekshahi M. The Impact of E-Learning in the Hidden Curriculum. Bi-quarterly J Educational Stud NAMA. 2016;8(0):14\u0026ndash;21.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAbdolahifard K, Amini M, Mosalanejad L, HOLLESTİC APPROACH TO HİDDEN, ASPECTS OF THE CURRİCULUM İN VİRTUAL EDUCATİON. A MİXED-METHOD STUDY. Pharmacophore. 2017;8(6S):1173215\u0026ndash;e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWiecha JM, Markuns JF. Promoting medical humanism: design and evaluation of an online curriculum. Fam Med. 2008;40(9):617\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKhoshnood A, Khoshnood Z. Challenges of virtual teaching from the perspective of students: A. case study of Kurdistan University; 2021.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAllan B. Time to learn? E-learners' experiences of time in virtual learning communities. Manage Learn. 2007;38(5):557\u0026ndash;72.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Hidden Curriculum, Virtual Education, Components","lastPublishedDoi":"10.21203/rs.3.rs-6586364/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6586364/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eIntroduction:\u003c/h2\u003e\u003cp\u003eConsidering 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.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e\u003cp\u003eThe 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.\u003c/p\u003e\u003ch2\u003eFindings:\u003c/h2\u003e\u003cp\u003e 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).\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThis 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.\u003c/p\u003e","manuscriptTitle":"Invisible Dimensions in Virtual Education: A Deeper Understanding of the Hidden Curriculum","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-23 15:54:16","doi":"10.21203/rs.3.rs-6586364/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-16T09:31:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"173660179156990801083627268281510419765","date":"2026-05-07T11:53:08+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-12T07:14:26+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"240788968679593941026477698055107751633","date":"2025-09-28T18:02:34+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"297771257271695323987007400870325121227","date":"2025-09-15T16:46:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"49404993867794491450732120794146507327","date":"2025-09-15T11:22:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-15T10:56:31+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-21T05:26:49+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-06T04:37:18+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-05T15:30:07+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-06-05T15:27:05+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"298aa53b-ec29-422f-87a7-e0bada7ab487","owner":[],"postedDate":"September 23rd, 2025","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-16T09:31:08+00:00","index":94,"fulltext":""},{"type":"reviewerAgreed","content":"173660179156990801083627268281510419765","date":"2026-05-07T11:53:08+00:00","index":92,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-09-23T15:54:16+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-23 15:54:16","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6586364","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6586364","identity":"rs-6586364","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}