摘要：AbstractThis paper studies status of occupation and cost-benefit aspect of cyber educations in families’ point of view. The qualitative method with the context theory approach has been applied in this research. Number of samples was 30 chosen by purposive sampling from the population of students and professors of cyber educations of Tehran's Universities. Data collection method was semi-structured interviews. This study finally presented context theory after three phases of open, axial, and selective coding and presenting interactive, procedural, and outcome categories. This theory states that interaction between different institutions of the society is necessary for development of cyber education. Findings generally showed that economic investments for development of cyber education should be directed to income production, absorption of family resources, and production of skilful work power. Also, government and politicians should support development of cyber education (through giving out student loans to help economy of family) and consider it as a tool of economic development.
