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PSA Leese ae» dee Bi ill eH Jd pall Lal Sy pel Y 10 dLiail shay B0n929 abe yglai” hes dat da Ay pt fall tadin Jas By .'B pli hee i ley pit JM alc sete elt abel dele VB eel Lang piSi le ytte Aelab hab cal ApTeey ASU jo 13 ala) LE Bt ge gia SUM bell” lt eb ball OS ppalatl eat ol ele agd Haye! AVENA) ypnens COT) soba Lipa! Woh cat gt hl aces sha 8 ylidly (Gabe) cega SAI go 18a ype chs Gly Lay te +t SalfapSIPN at ZB goal ap ae gpl Og LN ne dTatg gp bao (SiN pl Ladle ciyptin pb pteorls DLey sda le gee AVEVA cdg lS hnupz/erefuqu.edu safiles/Thesi/ind8630.pdt Fa ele ete T mat CIE «geen! Apel EIS yynrrall Lisle sauce PUN sd Elaphe og gine gle 53 EMSs UD Leal pas 6653 delet Le gata Le LE bpp eds ALI ale! £5 E-School) 134,539) TNS phe Lary dna Lene SQV) Gaal ued ogo Reale etisl Dba aM! ele! ds ays” al der Mab pipe "da al taba 3 gel IES Mats Lang WG tl ae G Ly pK e90 cOull LEY pall gall yy Led! AS! Ball FM clog” Sill pebedl 3155 IM ns oo ebtly pig SY le) ells pit IM el Wy gly! HDVEYS Cob by Aah olivally Lgl SLUSI" WU ce gi Ae Ne Lees ce pant SK ye LAL SL Loy gg Ls Keay aN Zyl Eyal LAY "Gas gal AYO) LE 6 sagt cp plally AHA y dyad VEVHV EY CCV 0) OY) oat ne Asay Leyak” lew copaley peal yl idl rel gall ipl dgder Sb bed 630 HV4 Fala Zig SI Let) gol! hee) ust) apes LW dale 28 eye Sohne cig) TALK) 2 Wed CT pL plie! crt Wide GC Layla Lady bly dp tin et gta Tle Sry a La ONS oye SI ADVENT cola Lgl eSSy ype ducted 2 Sede plas” geal abe hated gf tL pela AEM SLUS- iy yall glad foal ANON c Ry US gta duke peu! ceopghdl” phy tl slp jajalbae elit 5S 0 ell ego.” pg el ens et hap add Ly ll SLM gg SH pad LAVENY cag Syl Kell Gye” Se ply de cos nhl el UI yn tl Hes Ley el! Qi Mel abt pabaslly Ley Lo atl Sl mabe Saget dene 6 AID gall yl Sey pee olin plnead E Ili at ogo yy ll Lat LA pola yp J Liye bbe apeyo Meyer. John D. Administrative support for online teaching faculty. Nova Southeastern University. Doctoral Dissertation, 2009, Parra, Julia . A multiple-case study on the impact of teacher professional development for online teaching on face-to-face classroom teaching practices. Ed. D. Pepperdine University. Doctoral Dissertation, 2010. Pineda, Maria, Best practices in e-learning. Paper for first Conference in e-Learning and distance earning. Riyadh. 2008. Smith. T. C. "Fifty-one competencies for online instruction". The Journal of Educators Online. 2Q). 1-18, (2005). Retrieved July 5. 2008. from (htto/wwrw.thejeo.com’Ted%20Smith’20 Final, pdf UMass. Teaching and Learning Online: Communication. Community. and Assessment, A Handbook for UMass Faculty. 2010. Available at: hitp:/www.umass.edu/cft/publications/Teaching_ and_Learning Online Handbook pdf Wang. Y. & Cohen. A. "Communication And Sharing In Cyberspace University Faculty Use Of Internet Resources". International Journal Of Educational Telecommunications. 6(4) (2003), 303-312. Womibel. Joy. -leaning: Relationship among learner satisfaction. Self-efficacy. and usefulness. Doctoral Dissertation, 2007 GUETT/ AT) abst CO) POLYOL pall pglal Thy soya wlll deal De 5g Ryall SLL Lyd" SUS Qnty, eh Wp eal ip Undies Jone (DLee hldeawe Ly ytd alll Lea Peay ee WN geet Abel, R. Achieving success in Interet-supported learning in higher education. Ailiance for Higher Education Competitiveness, 2005. Davis. Robert. Faculty training for online teachers in three rural Alabama community colleges: A multiple case study. The University of Alabama. Doctoral Dissertation , 2008. Hu. Wen-Chi. 4 qualitative study of Education ‘faculty's experiences in online instruction University of Idaho. Doctoral Dissertation . 2008. Istrate. Olimpius." Effective eLearning”. The 4th International Conference on Virtual Learning ICVL 2009 University of Bucharest and “Gh. Asachi” Tehnical University of Iasi, 341-348. ‘Availabe at: pi wwwiov.eu/2009/dise/icv/documente/pdinte VICVL_IntelEducation_paper02 pat ‘Kaufman. R. Why needs assessment. In R. Kaufman ‘& F. W. English (eds.). Needs assessment: Concept and application (pp. 7-36). Englewood Clifis. NJ: Fucational Technology Publications, 1979,pith oleh roe STs ete mw ‘Training needs for faculty members to teach in an e-learning environment Ahmad Almassaad Assistance professor, Department of Curriculum and Instruction Collegeof Education, King Saud University. bad, Saul Arabia salmasiad@eu edo. (Received 5/4/4318; accepted for publication 11/7/1431 Keywords: Training need. eleaming environment Abstracts: This study aimed to determine traning needs for faculty members fo be able to teach in an_ elearning environment. The researcher adopted a descriptive spproach to research. and the sample ofthe study consisted of (97) faculty member of the College of Education at King Saud University. The study found tat there were five important areas of raining tat faculty members shuld get fo be ale w teach in an of elearning environment which ac: Teaching io the classroom using moder techniques. teaching via the Interact. the ‘se of edeaming techniques in communicating with ocers. the planing and design of e-learaing courses. and the utilization of techniques and tools of eleaming in education. Moreover this study found no statistically significant difeences in paricipans' responses to the rescarch questions according on the variables: Nationality. sex. department. and educational experience. Yet. there were significant differences between paricipuns in responses according tothe variable academic degree. The study presented objectives for some taining courses tobe provided for faculky members tobe able to teach in an elearing environment and recommendations for future research were Proposed