Utilization of Multimedia Feedback for Preservice Teachers in Online Teacher Education Courses
Abstract: This quantitative research study investigated 48 pre-service teacher candidates and their perceptions of instructor feedback on a common assessment during a practicum experience. Instructor feedback was provided on a program-wide lesson plan in traditional text-based format (N=26) or digital video-based feedback (N=22). Feedback competence was assessed using four categories: (1) student perceptions of instructor; (2) student perceptions of knowledge acquisition and learning; (3) student perceptions of personal involvement in the course; (4) student perceptions of personal motivation. Compared with participants who received text-based feedback, those with video-based feedback reported higher levels of perceived instructor effectiveness, skill development, intrinsic motivation, and preparedness to enter the profession. The findings moved the literature forward through the significant differences of effectiveness based upon feedback type. Results can help develop more relevant assessments for preservice educators to meet course outcomes and improve teaching practices.