Introduction: Various factors influence the level of university participation in the development of MOOCs. This research aims to determine and compare the importance and status of dimensions affecting the development of MOOCs from the virtual education experts’ views in Iranian medical universities.
Method: This descriptive survey was conducted in 2021-2022 from the perspective of 206 experts of virtual education in Iranian medical universities. The questionnaire consisted of 28 questions on a 5-point Likert scale with a cut-off point of 3. The validity of the tool was confirmed using CVR and CVI content analysis, and reliability was confirmed using internal consistency and Cronbach's alpha with a value of 0.949. The data were analyzed using and paired t-test, independent t-test, and ANOVA through SPSS.
Results: The comparison between the current and desired states of the components revealed significant differences in the cultural components (P<0.001, t=32.54), structural components (P< 0.001, t= 31.47), political components (P< 0.001, t= 32.05), and human resources (P< 0.001, t= 34.66). The current situation was found to be below the expected level (desired states). In evaluating the items, the lowest scores were related to holding national festivals(1.67±0.92), encouraging prominent activities(1.67±0.82), the sense of belonging and membership of the national MOOC (1.77±0.95), the existence of motivational mechanisms for teachers (1.82±1.01) and educational experts (1.82±1.13) (P<0.001). In addition, attention to fair power distribution(1.94±1.02) and appropriate profitability for both contracting parties(1.89±1.06) had the lowest average scores. Investigating the  desired status, support services of virtual development centers(4.66±0.66), faculty development (4.65±0.74), motivational mechanisms (4.55±0.79), and compilation of educational indicators and guidelines (4.54±0.79) had the highest averages.
Conclusion: Based on results, The development of MOOCs encompasses multiple dimensions. it seems that determining |motivational mechanisms, the interactive relationship between e-learning policy-makers and universities of medical sciences, fair distribution of power and resources, and the creation of common goals and roadmap to promote integration and synergy in effective and efficient activities is necessary.