Abstract
With technology advances, many postsecondary institutions are transitioning towards increased distance learning. However, the state of distance learning in school psychology training programs remains relatively unknown. This study investigated various facets of distance learning in school psychology, including the current state of distance learning, faculty perceptions of distance learning, program strengths and challenges when utilizing this mode of learning, and perceived impacts on student and program outcomes. Results from sixty-three school psychology programs indicated that although 32-35% (N= 19- 21 programs) offer coursework utilizing some form of distance learning, this information is not widely advertised through program websites or handbooks. Faculty reported having little training in teaching distance learning courses and some perceive distance learning courses to be less beneficial than traditional courses; however, programs using distance learning reported few negative program or student outcomes. Implications for training programs, training standards, and future research are discussed.
