Considering the forced experience of e-learning during the pandemic, it is crucial to obtain the information required for proper planning of e-learning in the future as a complementary method of. This was an analytical cross-sectional study. The first questionnaire was a researcher-made that consisting of two parts, including the students’ demographic characteristics and their attitude toward e-learning that included 38. The second questionnaire was a test of the faculty members’ attitudes and performance that consisted of 23 items related to attitude and 3 items related to performance. The collected data was analyzed using the mean and frequency; and the independent t-test, one-way analysis of variance (ANOVA), and Pearson correlation coefficient. the students’ satisfaction levels in all areas were higher than 50%. The areas of emotion and support had the highest and lowest score, respectively. Moreover, the mean score of students' attitudes was 113.14 ± 21.48. In General, 64.20% of the facuqwlty members agreed or strongly agreed with the implementation of e-learning, whereas 20.03% of them disagreed or strongly disagreed with this method. 77.19% of the faculty members had a very positive opinion about their performance in e-learning.
having a lesson plan to clarify the teaching process and the evaluation method, conducting evaluations in accordance with the level of teaching, having access to professors to ask questions, providing courses and contents similar to in-person classes, and proving simulation-based learning for a more dynamic education are essential factors in improving the quality of e-learning.
