The prospect of training teachers through the Internet draws instinctive skepticism from many. But it might be time to set aside some of that initial skepticism, as there is now preliminary research that a well-designed online program can be useful and even, in some ways, superior to its traditional counterpart.

In 2000, Cambridge, Massachusetts-based Lesley University launched an online master's degree program for teachers in science education called "Try Science." After a small 3-year study, performed by TERC, comparing a Lesley University cohort with students from a traditional university, the Lesley students showed some positive results. Online students seemed to spend more time on coursework, had a better grasp on fundamental science concepts, and had increased confidence. These positive results spark interest into what caused the improvement. Possible explanations include the impersonality of the online courses, which allow room for "dumb" questions and constructive criticism, as well as a schedule that encourages devoting more time to thinking about the subject.