Chapter 19: Preservice Teacher Preparation and Effective eLearning¹

E-Learning, which involves the use of Internet-based technologies to both deliver and support learning and professional development, has experienced enormous growth in K–12 education in the past 10 years. Not surprisingly, significant research in this field has accompanied its growth. While many educational researchers (Coppola, Hiltz, & Rotter, 2001; Gold, 2001; Harasim, 1987; Miller & King, 2003; Oblinger & Maruyama, 1996; Palloff & Pratt, 2000) have written of the potential of this new learning environment to bring about significant transformation in teaching and learning, others (Brennan, 2003; Good, 2001; Kemshal-Bell, 2001) are investigating the emergence of a distinct e-pedagogy, attempting to clarify what the elearning environment asks of both learners and teachers. This literature chapter offers a brief summary of current research regarding the evolution of e-learning, its promise and potential, as well as current models for preparing teachers to work in both blended/distributed and wholly online learning environments.