Data was collected on technology-related issues involved in the conversion of a teacher preparation program into an online, competency, and field-based model. Faculty issues involving instructional design, workload, and merit/tenure were examined, as well as the effects of web-based course delivery on student and faculty interaction, competency acquisition, technology proficiency, and learning outcomes. Results support significant improvement in technology proficiency, comfort level, and perceptions of competence for faculty and students. In addition, competency acquisition remained constant or improved across all courses in the program sequence. Future research is needed using a larger population sample and an experimental/control group paradigm.
['Patricia E. Ragan', 'Arthur Lacey', 'Robert Nagy']
Web-based learning and teacher preparation: lessons learned