This investigation focused on the development of a study module called Pedagogical Ethics (PEd) in teacher education at the university level. The main aim was to examine both experiences of the study process and learning results. The quasi-experimental design was developed by student teachers. The experimental group (n = 32) attended a web-based PEd course designed using the WebCT tool, while the control group (n = 65) studied the same material in the traditional way. The same person was the teacher in both teaching-learning modes. Both groups evaluated the content and the mode as excellent, but the traditional teaching-learning mode was slightly more effective than the web-based course. The quantity and quality of the technology-mediated discussions concerning the ethical case studies were uneven. The differences in learning results between the experimental and control groups were not statistically significant.