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reality environment. In the areas of Medicine,
Engineering, Astronomy and other skill trainings,
virtual e-Learning will become indispensable
(Nelasco et al, 2007).
2006, 84.0% of adults and 97.6% of youth are
literate and this is well balanced between male
and female population. Furthermore a significant
majority of the youth population is at or approach-
ing collegiate levels (UNESCO, 2006). However
the tendency of getting higher levels graduates is
obviously growing between the youth population
and particularly in graduated students.
Therefore the development of e-Learning in
Iran glances in a brief view. Several universities in
Iran has started e-Learning programs for distance
education, specially Sharif University of Tech-
nology which is the most prestigious technical
university in Iran and middle east, with different
on-line courses on mechanic, electronic, and ad-
vanced modeling methods. However, many other
authentic universities such as University of Tehran,
Amirkabir University of Technology, University
of Science and Industry and University of Shiraz
have developed several on-line courses with the
main concentration on engineering education.
Despite of all the efforts being made to expand
e-Learning methods in educational structure of
Iran, the process of transferring the traditional
education in the Iranian society involves many
pressing difficulties which according to the recent
studies can be abridged as (Dilmaghani, 2003;
Giveki, 2003; Hejazi, 2007; Noori, 2003):
E-Learning Progress for Engineers
in China: “A Brief Review”
Cyber-education has been growing rapidly in
China since the late 1990s, especially in the fields
of higher education and basic education. Technical
and engineering institutions in China are currently
encountering a high pressure onto their schooling
capacity due to an increasing population of educa-
tion pursuers. Cyber-education is considered as a
fast and economic approach to ease the pressure.
In September 1998, the MOE started to grant
special licenses to Tsinghua University, Beijing
Post and Telecommunication University, Zheji-
ang University, and Hunan University as the first
set of higher educational institutions pioneering
cyber-education. In 1999, Beijing University and
the Central Broadcast and Television University
were added to the pioneer list. Simulated by favor-
able policies, a considerable number of Chinese
universities started to invest in Cyber-education
since then. At the end of 2002, up to 67 universities
in China have received cyber-education licenses.
It is estimated that over 1.6 millions of students
are enrolled in these cyber-education institutions,
involved in 140 specialties from 10 academic
disciplines. Besides, the Central TV University
which has over 2 million of students, enrollment
is moving to cyber-education (Zhiting, 2004).
•
Lack of realistic comprehension concern-
ing the process of learning
•
Ambiguous understanding about students'
educational needs in different levels
•
Defective implementation of computer
hardware and software
E-Learning Progress for Engineers
in Iran: “A Brief Review”
•
Limited experienced IT professionals
•
Incompatible educational resources for
e-Leaning
The first traces of e-Learning returns to 25 years
ago with distance learning. Iran is a country with
a high interest in education. This country has an
expanded network of private, public and state
affiliated universities offering degrees in higher
education. Reports of UNESCO show that up to
SummAry
This chapter is based on the authors '10 years'
experience in e-Learning in engineering faculty,
and reviews themost important key issues and
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