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AbstractThis brief look at the content and methods of the graduate level course in technology for all masters of education students at the University of Montana suggests directions of distributed learning for classroom teaching and learning. Whereas one section of the course was taught on site and another section was taught using distance learning technologies, we conclude both sections benefited from small group interactions with technology; extensive use of e-mail for personal reflections, individual communications with the professor, and group discussions; and individual and group presentations.
Brewer et al. (1997) studied this question.