DISTANCE LEARNING APPROACHES IN TEACHER TRAINING Variables Related To Teacher-Training Students J Preferences Yaacov J. Katz School of Education, Bar-Ran University, Ramat-Gan 52900, Israel. katzya@mail.biu.ac.il Abstract: Forty two teacher-training students participated in a 60 hour, year long teacher-training course that used two different distance learning approaches. Students worked in the fIrst semester with synchronous Picture-Tel® videoconferencing, and in second semester with an asynchronous Internet based course. Their comparative satisfaction with each delivery system, and their comparative level of control of the learning process were examined. Results indicate that the interactive and asynchronous Internet Distance Learning approach contributes to a signifIcantly higher level of satisfaction and higher level of control of the learning process than the interactive synchronous system. It is suggested that when the issue of introducing Distance Learning at the college level for teacher-training students is addressed, it is preferable to install an interactive Internet type method rather than a Picture-Tel® type system in order to best promote student satisfaction as well as student level of control of the learning situation. Key words: distance learning, Internet, level of control, satisfaction, videoconference 1. DISTANCE LEARNING The steady evolution of Information and Communication Technology (radio, television, interactive video, electronic mail, Internet and intranet) has influenced the development of Distance Learning (DL) at the tertiary level (McCullagh & Stacey, 1993). In the wake of the development of sophisticated third generation DL systems-which superseded previous DL approaches, and include interactive video, email, Internet, and intranet technologies-learning activity through the medium of these state-of-the-art DL systems has been redefined to include and focus on interactivity between