Looking at distance learning through both ends of the camera

This case study follows an instructor and her students (thirty‐three elementary teachers) as they experience for the first time a graduate‐level science course delivered via compressed video technology. The study focuses on teacher learning and coping strategies. Data were gathered from videotaped records of classes, informal interviews with students and site facilitators, open‐ended student surveys, and instructor and student journals. Findings are reported in the discussion section of the study.