Table 3.

Code, subcategory and category of weaknesses and challenges of e-learning development.

Category	Subcategory	Codes
Limitations of service clients and e-learning infrastructure	Lack of specialized and experienced staff in the field of virtual education	•Lack of medical IT specialist staff in the virtual education unit •Lack of experts in content production problems •Lack of technical and educational technology expert to produce content •Few people are familiar with content development software •Lack of engineers fluent in designing and developing training systems •Lack of fluent and capable experts in the field of virtual education •Lack of trained and law-abiding experts in the field of e-learning •Inadequacy of the number of experts with the workload
Common tendencies, beliefs and views towards e-learning	Users' non-compliance to virtual learning	•Early non-compliance of users to virtual learning by students •Managers' concern about the quality of virtual education •Lack of eagerness to follow of general education instructors to hold classes online
Early experience	little experience in the field of e-learning	•Refusal to change the training model by some managers with experience •Surprise caused by the large number of applicants for virtual education •Double pressure on professors by managers in the early days •Less experience in holding training courses online
Lack of comprehensive regulations and protocols in the field of E-learning	Lack of evaluation regulations	•Lack of standard guidelines for measuring the quality and quantity of e-learning •Lack of a national standard protocol in the field of e-learning •Lack of unit virtual education regulations in the field of educational content
Insufficient familiarity with virtual education	Experts, managers, teachers and students are not familiar with virtual education	•Lack of familiarity of managers and educational experts with virtual education •Lack of familiarity of managers with the basic principles of virtual education •Insufficient familiarity of professors and students in the field of e-learning •Lack of familiarity and lack of mastery of virtual education by some professors •Lack of familiarity of professors with how to evaluate the quality of virtual activities •Insufficient familiarity of professors and students with virtual education software
Barriers in access to coordination	Weak cooperation and support of managers Limited access to professors, students and education administrators	•Lack of proper communication and cooperation between educational and information technology managers •Lack of cooperation of some group managers in following up on students' virtual problems •Difficult access to students to coordinate online classes by faculty members •Difficult access to education for students to inform online classes •Restriction in students' access to faculty and educational administrators