Abstract
This study aims to understand learning culture at E-learning environment in universities of Iran. The major question is: what is the main phenomenon of learning culture in virtual universities of Iran? Data were gathered by grounded theory method, using semi-structured interviews. Twenty-three students and nine faculty members, from three virtual universities, were interviewed through purposeful sampling. Data were analyzed by coding. Also, data reliability was illuminated through credibility, dependability and confirm-ability. Findings showed that the main phenomenon of E-learning culture is "academic identity challenge", for both virtual students and faculty members. On one hand, students' academic identity, regarding disciplinary, personal and collective dimensions, and on the other hand, faculty member's identity, regarding role and educational commitment were not shaped properly. In general, virtual universities in Iran have a long way forward to shape academic identity for their users, specially students and faculty members.
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