The current research was conducted with the aim of determining the effectiveness of training courses held for teachers based on the Kirkpatrick model. The research population is all the people who participated in the mentioned training courses and finally, 123 people who participated in the courses during 2013-2014 were selected as a sample through simple random sampling method. This research is descriptive in terms of data collection, practical in terms of purpose, and evaluation in terms of function. To collect information in the first level, the reaction level evaluation form was used, and in the second and third levels, a questionnaire was used to evaluate learning and behavior. One-sample t-test was used to analyze the obtained data. The findings of the research indicated that there was no optimal effectiveness in all four levels of reaction, learning, behavior and results, and the main reasons for this were the failure to conduct a needs assessment for the mentioned courses, and the lack of mastery of the professors of the courses. The content and method of teaching, lack of attention and correct criteria to attract the professors of the courses, lack of motivation in the teachers to participate effectively in the courses and attend only to receive certificates and degrees, and lack of attention to useful and practical content in the courses.

Introduction: With exponential increase of virtual courses in higher education, most universities have provided this kind of education for their students. Due to the lack of face to face interaction between professors and students in this type of education, many types of supports including human and non-human resources would be necessary. The main purpose of the present paper was to identify and compare the types of supportive resources from the viewpoints of students attending electronic and on campus courses.Materials and Methods: For this purpose, 160 graduated students from Isfahan University, both virtual and non-virtual, were selected, using the stratified random sampling method. The data were gathered through a researcher-made questionnaire which was based on literature review. The content validity of the questionnaire was confirmed by experts. Its reliability was estimated to be 0.84, using Alpha-Cronbach’s coefficient. The data were analyzed, using frequencies, percentages and the chi-square test.Results: The results indicated that in non-virtual courses, professors were the most important support for students while in virtual courses, students significantly used supports from teachers’ assistants, and professors and students from other universities to meet their needs (P<0.05).Conclusion: In terms of using non-human resources, especially media for education, there was a significant difference between students in electronic courses and on campus students.