The purpose of this study was to assessing quality dimensions of the virtual education (v-education) between Master of Library and Information Science (MLIS) students and determine the difference between virtual students and presence students at the University of Isfahan (UI). These quality dimensions are included Instructor-Learner, Learner-Learner, Learner-Content, Learner-Interface, Instructional Strategies, and Social Presence. Research method was descriptive-survey and the statistical population included all the MLIS students (40 virtual MLIS students and 35 presence MLIS students). The five-degree Likert scale researcher-made questionnaire was used to gathering data and its pattern was Hathaway questionnaire. The face and content validity of the questionnaire approved by experienced teachers. In order to determine the reliability it was used Cronbach's alpha coefficient (0.93) for presence education and (0.97) for virtual education. To analyze data, it was used SPSS software and descriptive statistics frequency, percentage, mean, central and dispersion indices, schedule, chart and suitable statistics methods like statistics tests and correlation coefficients. Findings showed that there is difference between the MLIS virtual students and MLIS presence courses at UI in different quality dimensions. Also not significant difference was found in surveyed variables between the two communities except Instructor-Learner and Learner-Interface. Findings showed that in UI, the virtual senior students LIS in different quality dimensions with 3.07 more than average and the presence senior LIS students in different quality dimensions with 3.38 is more than average.
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