The Impact of Weekly Video Feedback on PST Self-Regulation and Self-Confidence in Online Mathematics Education

Chelsea Jade Cutting, Kevin Larkin


This paper investigates, using a case study methodology, the impact of weekly, formative, video feedback on the educational experience of preservice teachers completing a pedagogically focused mathematics education unit in a fully online mode. This research is important given the trend over the past 10 years towards the delivery of university mathematics education courses online. It is particularly timely given the current world health crisis, where universities are hurridly rolling out online courses. We argue that the use of regular, formative video feedback improves the self-regulation of online preservice teachers and also has positive impacts on their self-confidence to teach mathematics.


online learning; video feedback; formative assessment;

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