Several years ago, the National Weather Service (NWS) identified improving operational forecaster understanding of numerical weather prediction (NWP) models and consequent improved use of that guidance as a high priority. However, budgetary constraints prevent a classroom-training program for forecasters. Therefore, the Cooperative Program on Operational Meteorology, Training, and Education (COMET) Program, in coordination with NWS, developed a distance-learning program on NWP. This distance learning program includes components that were completed a few years ago, components that are still being developed, components that are updated to remain current with the changing NWP model suite, components that are ongoing in the form of interactions with forecasters, and new components responding to new training needs, and is continuing to evolve with COMET’s experience in distance learning instruction. The major components and media used are the focus of this paper and are as follows:

1) Concepts in NWP. These web pages, with extensive COMET-quality graphics and many questions with feedback to the student, present general background material serving as a framework for understanding NWP models. An NWP distance learning course draws from these pages and includes an online examination. These require a major development effort and are not intended to need much revision, but new components such as the use of ensembles in probabilistic forecasting are being added.

2) Current operational model characteristics. These web pages are intended to serve as a quick reference guide on the major operational NWP models. Less development effort goes into these at any one time, but they are revised as frequently as needed to remain current with changes to the NWP models.

3) Applications of NWP concepts through case examples. These web pages illustrate a particular model behavior or NWP concept, are designed to be completed in short sessions (typically 30-60 minutes), and most are designed to promote critical thinking about model interpretation or forecast problems. New cases are added periodically.

4) Question/answer forum through newsgroups, which operate like email. These allow more direct two-way interaction tailored to the concerns and needs of the forecasters and are usually low-maintenance but require quick response to be effective.

5) Various topics as needed taught via VISITview teletraining. VISITview allows live interaction with trainees in several forecast offices simultaneously during scheduled sessions and individual self-paced instruction on the student’s own PC from files downloaded at one time.