Background and Objective : Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. The goal of electronic training is to enable anyone to use machines for learning purpose. The aim of this study is to investigate the obstacles to the development of E-learning in educational system in Shahid Chamran University.

  Materials and Methods : This study has been done with a combination of qualitative and quantitative methods. Samples consist of 163 people at Shahid Chamran University. Stratified random sampling was used. Descriptive and inferential statistics were employed for data analysis.

  Results : We found that administrative , technological , organizational , and individual factor s were significantly effective on challenges in the e-learning program at Shahid Chamran University. The mean values for the mentioned factors were 4.07, 4.03, 3.85, 3.83 respectively.

  Conclusion : A combination of the mentioned factors is effective on e-learning for higher education

Background and Objective: Mobile has provided a valuable teaching/learning opportunity for professors and students. Mobile electronic books are one of the educational resources that there is no defined plan for their usage at universities of medical sciences in Iran. This research aimed to evaluate mobile-based education for practical course of oral pathology.

Materials and Methods: Oral pathology course was provided in the form of PowerPoint files and images and office suite was used to run these files. 30 general dentistry students in their sixth semester were divided into two equal groups. At first stage, a group of students were taught traditionally and another group through their mobile phones. Then, an examination was conducted to evaluate the traditional teaching (classroom) and m-learning (mobile learning) in these two groups. At second stage, the two groups were replaced but the contents didn’t change. Afterwards, a re-evaluation of traditional teaching and m-learning was done. In the end, the effects of these two methods of teaching on students’ learning were compared using statistical methods.

Results: Results showed that mobile-based teaching significantly affected students’ final scores (P<0.05) and mean scores of the two groups in mobile-based teaching were significantly higher than mean scores of the two groups in traditional teaching.

Conclusion: Mobile-based teaching can be used as a teaching aid in traditional classroom educations.