Online Compared to Face-to-Face Teacher Preparation for Learning Standards-Based Planning Skills

This study compared preservice teachers’ learning of instructional planning in two pairs of asynchronous online and face-to-face (FTF) courses aligned with national standards for teacher preparation. The quasi-experimental design was supported by interviews of a purposive sample of participants. Both groups made significant gains in learning to plan technology-supported, problem-based learning and in their willingness to implement innovative instruction. Post assessment results showed no significant differences between groups. Qualitative data analysis identified the advantage of FTF environments for learning instructional planning and for developing interpersonal skills for teaching. The data also suggest a FTF advantage for lower performing students that should be explored in future research.