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Abstract
This study examines the benefits and challenges of using distributed learning methods for teaching field practice seminars. Over a 3-year period (2000 through 2002), both in-class and online sections were evaluated in terms of meeting learning objectives and student satisfaction with the learning environment. Due to the small number of students involved each year, a combination of quantitative and qualitative methods was used. As a result of the findings, the decision was made to offer the 4th-year practicum seminar exclusively online. This article reviews the issues, benefits, and constraints of teaching field practice seminars online.
