Background This study aimed at exploring the impact of facilitator feedback on web-based learning within Physical Education Teacher Education (PETE) programs. The integration of technology in Physical Education Teacher Education (PETE), especially through web-based learning, is increasing. However, technology integration in PETE is frequently criticized for inadequate interaction, which is often linked to the lack of a facilitator to guide and engage students. This research examined the perceptions of pre-service teachers regarding a web-based training course that included facilitator feedback. Methods Data were collected from eight PSTs through digital portfolios and self-reflective journals developed during a month-long, guided, self-paced course. The data were subsequently analyzed using a qualitative content analysis approach. Results The content analysis generated three findings: (a) the frequency of interaction, which encompasses facilitator feedback; (b) control over self-paced learning; and (c) higher motivation to learn. Conclusions The results demonstrate that web-based training facilitates self-paced and autonomous learning. Conversely, the lack of a facilitator restricts active participation among students.
Ilmawati et al. (Mon,) studied this question.