| Abstract: | Distributed learning and its allied concept, distance education, have the potential to move graduate training beyond the physical classroom, providing "anytime" and "anyplace" educational opportunities to new groups of learners as well as to students in traditional campus-based programs. It is argued that the focus on online learning activities found in distributed learning institutions is most compatible with a model of pedagogy that emphasizes, among other things, asynchronous small group discussions, collaborative problem solving, reflective inquiry, competency-based outcomes, and the facilitator role of the instructor. The article concludes with suggestions for and challenges regarding the application of computer-based learning tools to the training of clinical psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
