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This paper forms part of a wider research project into the potential role of e-learning in the transformation of learning and teaching in Higher Education (HE). In particular, it examines the extent to which engagement in e-learning by teachers in the sector can influence practice – whatever their mode of teaching delivery. This paper provides an initial evaluation of data gathered by running a version of a fiveweek online programme called ‘e-Reflections’ specifically for academics from or working in the Gulf and the wider Middle East Region starting in May 2005. The participants were primarily from a number of institutions in United Arab Emirates (UAE) who were joined by colleagues in Egypt and Turkey. Of the 14 participants working in the region approximately half were from the region (three of whom are currently studying at Leicester).