Abstract
This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.
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