Moosivand - Women Research Center, Alzahra University, Tehran, Iran.
Rashtbar - Women Research Center, Alzahra University, Tehran, Iran.
Zaremohzzabieh - Women and Family Studies Research Center, University of Religions and Denominations, Qom, Iran.

The study evaluated the opportunities and challenges of e-learning for university students and investigated their experiences. A sequential exploratory mixed-methods approach (quantitative and qualitative) was used. In the quantitative phase, a survey was conducted to explore students' competencies in coping with e-learning attributes, involving ۲۳۷ university students (۴۶.۹% male, ۵۳.۱% female). Descriptive and analytical tests were used to analyze the data. The results indicated the mean scores of students' perspectives on the opportunities and challenges of e-learning in university were ۴.۰۵ ± ۰.۴۹ out of ۵. In the qualitative phase, data were collected through semi-structured interviews. To provide a richer context and better understanding and interpretation of the quantitative findings, the current research employed qualitative research methodologies, including focus group discussions with ten interviewees—five academic staff members and five students. Combining both student and academic staff perspectives provides a more comprehensive understanding of the research topic. Students and staff may have different viewpoints, experiences, and needs related to the subject matter. The qualitative analysis identified five significant themes: communication defects, technical challenges, personal-level challenges, curricular-level issues, and social challenges. The study's findings may be utilized to design better policies and strategies to enhance e-learning and address its issues among both instructors and students. Finally, the study provides implications for relevant stakeholders

Academic Staff, Coping Competencies, E-learning, university students