Evaluating Challenges of Teaching and Learning Chemistry Online During Covid-19 Pandemic in the Academic Year 2020-2021

In the past three years, the covid-19 pandemic has made the quality of education one of the concerns of the education system due to distance education. Educational quality assessment can reduce this concern and show a solution to increase academic quality. This study examines the challenges and conditions of online education during the Corona epidemic using integrated (quantitative and qualitative) and exploratory methods in the secondary chemistry course. This is based on research conducted over one year with 16-18-year-old students and chemistry teachers in the 2020-2021 school year. In this research, the challenges and conditions of distance education during the Corona epidemic were analyzed using integrated (quantitative and qualitative) and exploratory methods. The tool of data collection is a researcher-made questionnaire. Based on the findings, 40 basic and 7 organizational components were identified based on the interpretive approach, which was classified into environmental, economic, educational, social, family, cultural, cognitive, and evaluation factors. Results showed not only the conditions of Corona have increased new educational skills and experiences in learners, but also they have brought psychological, physical, and academic damages. However, with proper planning, discovering needs, investigating and solving financial problems, and supporting capable forces, virtual education can be developed and used as an educational supplement alongside face-to-face education.