5. E-learning Competencies The competent e-learning developer or facilitator must be able to cope with the following three questions: 1. Which learning principles are to be used? 2. How is the teaching to be organised? 3. Which ICT genres are going to work with? Anderson (1999)

6. E-learning Competencies Andresen’s FIKS-model

10. Research Questions Do SVU staff have: 1. e-learning competencies required to develop and implement e-learning in their teaching? 2. sufficient experience to develop and implement e-learning in their teaching? 3. positive attitudes toward the development and evaluation of e-learning?

11. Research Questions 4. What are the variables influencing SVU staff’s current and future implementation of e-learning? 5. What content is appropriate and favoured to be included in future e-learning training programs for SVU staff?

12. Instrument and Sampling The development process involved four stages: 1. The delineation of relevant domains for the constructs of interest. 2. Survey assembly and pilot testing. 3. Large-scale field-testing. 4. The validation of instrument scores.

21. Competencies sub-scale

23. Experience sub-scale

25. Attitude sub-scale

26. Attitude sub-scale

27. Interrelations and convergent validity Each sub-scale (competencies, experience and attitudes) correlates significantly with the other two sub-scales and the entire scale. In addition, significant relationships were observed between each sub-scale and its constructs.

28. Results Demographic profile

39. Thank you Alaa Sadik [email_address] www.freewebs.com/alaasadik