The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers - ScienceDirect
Study looking at how feedback and reflection affect the effectiveness of scenario-based learning in improving self-efficacy and classroom readiness for student teachers. Providing automatic feedback and opportunity to reflect had the biggest effect.
The student teachers were randomly assigned to one of three experimental conditions:control group (online scenario-based learning activity), intervention group 1 (online scenario-based learning activity and feedback), and intervention group 2 (online scenario-based learning, feedback, and reflection). The findings indicated that, compared to the control group, both intervention conditions had a significant positive effect on cognitive classroom readiness. A significant positive effect on self-efficacy was found for intervention group 2. Overall, our research demonstrates the potential of an easy-to-implement online intervention in enhancing self-efficacy and classroom readiness and points towards the importance of combining feedback and reflection within online scenario-based learning activities.
