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Abstract
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The article aims to explore the attributes of quality and quality improvement including the process
and specific actions associated with these attributes – that contribute enhancing quality in
Iranian Virtual Higher Education (VHE) institutions. A total of 16 interviews were conducted with
experts and key actors in Iranian virtual higher education. A constant comparative analysis was
adopted to construct a grounded theory model. Drawing on the experiences and perspectives of
key actors and experts closely associated with quality in e-learning, a paradigm model for quality
improvement in virtual higher education institutions was developed. The model articulates causal
conditions, action/interaction strategies, consequences, contextual factors and intervening
environments. Interestingly, quality of learning, i.e. deep learning was the core phenomenon in
quality of virtual higher education institutions.
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