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Physical Education Teacher Education (PETE), Facilitator Feedback, Online or Web-Based. Learning
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Ilmawati H, Juliantine T, Mahendra A et al. Exploring Facilitator Feedback in Web-Based Physical Education Teacher Education (PETE) Programs [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:851 (https://doi.org/10.12688/f1000research.178909.1)
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Research Article
Exploring Facilitator Feedback in Web-Based Physical Education Teacher Education (PETE) Programs
[version 1; peer review: awaiting peer review]
PUBLISHED 01 Jun 2026
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Abstract
Corresponding author:
Tite Juliantine
Competing interests:
No competing interests were disclosed.
Grant information:
The authors gratefully acknowledge the support provided by the Indonesian Education Scholarship (Beasiswa Pendidikan Indonesia BPI), managed by the Center for Higher Education Funding and Assessment (Pusat Pendanaan dan Penilaian Pendidikan Tinggi PPAPT), and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia through the Indonesia Endowment Fund for Education (Lembaga Pengelola Dana Pendidikan LPDP).
The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Copyright:
© 2026 Ilmawati H et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Ilmawati H, Juliantine T, Mahendra A et al. Exploring Facilitator Feedback in Web-Based Physical Education Teacher Education (PETE) Programs [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:851 (https://doi.org/10.12688/f1000research.178909.1)
First published: 01 Jun 2026, 15:851 (https://doi.org/10.12688/f1000research.178909.1)
Latest published: 01 Jun 2026, 15:851 (https://doi.org/10.12688/f1000research.178909.1)
The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
1. Introduction
In the post-pandemic context, higher education keeps on in utilizing digital transformation platforms, especially for pre-service and in-service professional training. The transition to an online format in physical education teacher education presents both opportunities and challenges for PETE programs (Sato et al., 2024). Web-based learning provides flexibility in scheduling, broader access to learning materials, and innovative methods of material delivery. However, prospective teachers face challenges that affect their engagement, understanding of the material, and self-confidence (Rice and Deschaine, 2020). The Physical Education Evaluation course requires analytical skills, the capacity to assess physical performance, and proficiency in evaluation instruments. These challenges are intensified as most learning components were initially developed for in-person interactions and practical application. Many prospective physical education teachers have reported challenges including difficulty comprehending instructions, inadequate interaction with instructors, and hesitation to apply physical education evaluation concepts in real-life situations (Murtagh et al., 2023). The concerns affect the quality of learning outcomes and the preparedness of educators to engage with increasingly digital and adaptive learning environments.
Technology provides opportunities for enhanced interactive, personalized, and collaborative learning; however, its effectiveness is significantly influenced by the manner in which teachers and students engage with it. Consequently, technology is transforming both the methods employed by educators and the ways in which students engage with learning materials autonomously. Online conversations and messaging or discussion threads serve as the principal means of communication in fully online environments, similar to the online aspects of blended learning (Sato & Haegele, 2019). Consequently, technology is transforming both the methods employed by educators and the ways in which students engage with learning materials independently (Fawns, 2022). Online conversations and messaging or discussion threads often serve as the principal means of communication in fully online environments, similar to the online aspects of blended learning. This interaction pattern requires strong digital communication skills from both educators and learners to facilitate clear and effective communication (Jastrow, Greve and Süßenbach, 2022).
In the context of Physical Education Teacher Education (PETE), these challenges become increasingly intricate. Learning that was initially structured for practical engagement, movement observation, and physical performance assessment must now be modified for online formats that often depend on verbal descriptions, video recordings, or digital simulations (Tomura et al., 2023). Pre-service teachers often have difficulties in understanding technical material, perceive instructions as ambiguous, and face challenges in delivering and receiving effective feedback. The presence of these barriers can diminish self-confidence and motivation, thereby affecting the quality of learning (Chen, 2023).
Moreover, the concerns of pre-service teachers encompass not only technical dimensions but also emotional and social involvement in the learning process. The absence of in-person interaction may reduce the sense of community and support generally found in a physical classroom (Goad and Jones, 2017). Short and disconnected online interactions frequently fail to establish strong academic relationships between students and instructors. This may result in students experiencing isolation and reduced confidence in their comprehension and skill development (Krause et al., 2020). In such contexts, instructor feedback is crucial for closing communication gaps and alleviating confusion (Sato et al., 2020). Consistent, clear, and contextual feedback offers guidance, strengthens understanding, and fosters confidence in both students and teachers.
Therefore, understanding how feedback can effectively address concerns and issues faced by student PE teachers is essential. This study’s findings aim to offer empirical insights and practical recommendations for enhancing the effectiveness of online learning in physical education. No studies have been conducted to date on the effectiveness of web-based learning with comprehensive feedback in controlling learning outcomes. Fletcher & Bullock (2015) observe that a specialized approach to online teaching may restrict instruction to merely offering feedback to student physical education teachers regarding content mastery and assessment, presenting a challenge for online education.
This approach allowed researchers to explore different perspectives regarding web-based learning, understand the main barriers encountered, and identify relevant trends and strategies in its execution. This study builds on a comprehensive understanding of prospective physical education teachers’ experiences and perceptions of web-based learning through feedback exchanges, revealing significant emerging trends in the relevant literature. This exploration’s results aim to inform the development of more effective guidelines for the optimal use of web-based learning in teaching, specifically within the domain of physical education. This study aims to develop a solid foundation for integrating digital technologies into the educational process and developing PST programs, thereby facilitating a comprehensive educational transformation in the digital era.
1.1. Theoretical framework
This study employs the Transactional Distance Theory (TDT) framework (Moore & Anderson, 2003), which presents a dynamic perspective on the design of learning, communication, and student autonomy, thus affecting the effectiveness of interactions in distance education. The objective is to close psychological gaps and enhance learning engagement (Wengrowicz, 2014). Kelso’s experiment supports earlier research by Gagne and Glaser (1987), which indicates that feedback on learning outcomes is a critical component of the learning process, claiming that learning typically does not take place in the absence of feedback (Moore & Anderson, 2003). This theory comprises three primary components: dialogue, structure, and learner autonomy. Dialogue refers to two-way communication between teachers and students. Structure refers to the degree of rigidity or flexibility within the learning design, while learner autonomy refers to the extent of independence students possess in managing their own learning (Moore & Anderson, 2003). The implementation of online learning is influenced by three significant factors.
Transactional Distance Theory (TDT) serves as a framework for examining the learning experiences of prospective physical education teachers in the context of online learning, facilitating the exploration of innovative online course delivery methods for PSTs (Sato & Haegele, 2018; Sato & Haegele, 2019; Tsuda et al., 2019). TDT offers valuable insights into the dynamics of dialogue, structure, and learning autonomy, especially in seeking of effective methods for organizing online courses tailored to the characteristics of prospective physical education teachers (Sato & Haegele, 2018). This framework has been helpful in explaining the adaptation of pedagogical strategies to reduce psychological distance between teachers and learners, thereby enhancing engagement in virtual learning environments (Kagan et al., 1995).
This study emphasizes the importance of feedback from facilitators in online learning, as it serves as a dialogue that can reduce transactional distance and enhance the effectiveness of online learning (Chen, 2023). This theory states that an increased need for direct instruction among learners correlates with heightened structure and transactional distance. Increased learner autonomy correlates with a reduction in transactional distance, which occurs as dialogue intensifies and structure decreases (Moore & Anderson, 2003). The main concept is that novice learners need greater structure, resulting in objective instruction at the start of a course or learning session. As learners’ expertise grows, the necessity for structure decreases while autonomy expands, resulting in a more constructivist learning approach that necessitates feedback from a facilitator.
2. Methods
2.1. Study design
This study involved the collection of digital portfolios and self-reflection journal entries from an online training program offered by a non-governmental organization in Indonesia. This program serves as a professional development platform for individuals who want to become teachers. The university partners with this platform to offer additional programs aimed at enhancing students’ understanding of evaluation in physical education. This program is related to the enhancement of the quality of prospective teachers in Indonesia, specifically focusing on physical education educators. Reflections from pre-service teachers (PSTs) represent data derived from the delivery of materials related to physical education evaluation and assignments within an online class program. This program utilized a self-paced approach over the course of one month, encompassing a total class duration of 720 minutes. Self-paced learning is a flexible educational approach that enables students to engage with and complete course material according to their individual schedules and preferences. This study seeks to contribute new insights regarding prospective teachers’ (PST) perceptions through the analysis of facilitator feedback over time, as well as to explore digital pedagogy (Murtagh et al., 2023). The research question in this study is, “What are the perceptions of pre-service physical education teachers regarding the role of facilitator feedback in Web-Based Training?”
2.2. Participants and data collection
A total of 181 prospective teachers in the Department of Physical Education, Sports, and Recreation participated in an online internship preparation class organized by a non-governmental organization in Indonesia. From 181 participants, a further sample of eight individuals was selected based on the criterion that they consistenctly submitted their reports on time. All of these students were in their seventh semester, preparing for a physical education teaching internship at a school. Seventh-semester PSTs, having completed all compulsory courses in their study program, were obliged to engage in a school internship. This web-based physical education evaluation course equipped pre-service teachers for their teaching internship in a school setting. All participants enthusiastically consented to share their reflections following each learning session. The organization provided full access and permission to the facilitator, who also served as a researcher, to utilize the data, thereby facilitating the exploration of PSTs’ perceptions of independent online learning.
Digital portfolios and self-reflective journal entries of students were derived from data reports based on reflections regarding experiences, comprehension of material, and online assignments from May to July 2023. Consistent with prior studies, digital portfolios and self-reflective journal entries were used to investigate teachers’ experiences in the online professional development program (Tomura et al., 2023). This digital portfolio is based on the reflections of the PSTs who utilized the web for each learning session and assignment. The researcher, in the role of facilitator, had complete access to this data. All PSTs were obliged to complete the reflection form and fulfill all assignments available online.
2.3. Data analysis
The analysis of data from digital portfolios and self-reflective journal entries during the training was done using content analysis. Qualitative content analysis presents data through words and themes, allowing multiple interpretations of the findings. The selection of an analytical method is based upon the desired depth of analysis, as the researcher seeks to accurately represent the informants’ perspectives on a given topic. This influences the required number of informants and the data collection method through portfolio transcription (Bengtsson, 2016).
Content analysis in portfolio research systematically identifies and categorizes significant elements within the portfolio. The process starts with a comprehensive review of the portfolio, followed by the classification of information into relevant categories, including types of student activities, achievements or outcomes, personal reflections on the learning process, and the resultant learning artifacts.
3. Result
This study aimed to explore the perspectives of PSTs regarding the function of facilitator feedback in web-based learning through physical education assessment materials. Content analysis revealed three main themes regarding PSTs’ perceptions: (1) frequency of interaction, including facilitator feedback; (2) self-control of learning; and (3) improved motivation for online learning.
3.1. Frequency of interaction and facilitator feedback
Research show that students receiving consistent feedback demonstrate improved understanding of the material, increased motivation to learn, and a greater sense of connection with the facilitator. This interaction takes place through synchronous sessions, such as online meetings, as well as asynchronously through written comments, private messages, and discussion forums. One student noted that, “each time I submit the assignment, there is consistently feedback from the facilitator that help me to improve. So, I do not have to wait long to find out the issue”. This statement affirms that consistent feedback influences the quality of learning outcomes and promotes a more humanistic and responsive pedagogical relationship between the facilitator and students (Wienand, Wulfert and Hoang, 2024).
Regular feedback facilitates quick correction of mistakes and the adjustment of learning strategies by students (Jensen, Bearman and Boud, 2021). Quick responses from the facilitator enhance participants’ feelings of being valued and supported, thereby promoting greater engagement in discussions and assignments. A student remarked that, “prompt responses from the facilitator in the forum create an experience like to a face-to-face conversation. This encourages me to continue asking and answering to questions”. Numerous students reported that the consistent rhythm of interaction enhanced their confidence in approaching the final exam.
The findings indicate that the frequency of interaction, especially by facilitator feedback, is crucial for reducing communication barriers and enhancing student engagement in online learning environments. Structured strategies, including the scheduling of weekly feedback, the utilization of accessible communication platforms, and the training of facilitators in delivering effective feedback, merit consideration. One student stated, “Knowing the feedback schedule allows me to prepare questions or revisions in beforehand”. This approach enhances the quality of interaction without imposing additional burdens on either party. Research indicates that the consistency and relevance of feedback enhance students’ perceptions of closeness to the facilitator, supporting Moore’s assertion that open communication and high interaction levels may reduce perceived distance barriers in distance learning (Moore and Anderson, 2003).
3.2. Structured control on independent learning
The second theme relates to the capacity for independent learning management. Students have the ability to adjust their pace, schedule, and learning strategies to align with their specific needs and preferences. The capacity to control one’s own learning enables participants to concentrate on the subjects that are most important to them, thereby enhancing the effectiveness and focus of the learning process. Student L stated that:
The physical education assessment material in this class provided many learning experiences, particularly in cultivating self-responsibility for mastering the material and independently completing assignments. However, the facilitator’s responsiveness actually made it easier for me.
Despite the felt tediousness of the learning process stemming from the absence of face-to-face interaction with peers and facilitators, students acknowledged web-based learning with feedback as a mode of self-directed learning that facilitated a flexible yet structured educational experience (Hefter, 2023). As DEX experienced:
I can set up my own schedule, pace, and prioritize the material based on my needs, facilitating a deeper understanding of the material. Mastering the assessment material is particularly important, as it is often used during live presentations by lecturers in class. Here, I have enough time to comprehend it independently. The facilitator’s feedback provided clear guidance, helping participants to recognize their strengths and weaknesses while providing specific suggestions for improvement.
As explained by DEX, students take full responsibility for their learning journey, prioritizing the most important or relevant topics. This enhances the learning process by making it more personalized, focused, and efficient. The facilitator plays a crucial role by consistently guiding and reminding aspiring physical education teachers of what they need to do. The facilitator’s role in structured learning management mitigates laziness, given that the learning system is not directly controllable (Chen, 2023). As explained by a student DK:
Thanks to the program’s facilitator, who always helps and keeps an eye on us to make sure we don’t get lazy about doing the work we’re supposed to do. This way, we can complete it on time.
The facilitator’s role encompasses not only the provision of materials but also the active delivery of feedback through monitoring, guidance, and encouragement to maintain participant motivation. The individual serves as a companion, ensuring that participants do not experience isolation during the learning process. DR also stated that,
The facilitator ensures that each phase of the learning process runs as intended, enabling participants to attain learning objectives in a gradual, systematic, independent, and responsible manner.
The facilitator’s role encompasses not only providing of materials but also the responsibility of keeping each participant aligned with the learning objectives. The facilitator establishes a systematic learning system through clear direction and continuous supervision. This enables participants to more effectively track the learning progression and comprehend the objectives to be met at each phase.
3.3. Enhancing learning motivation
The motivation to learn in an online environment is significantly affected by its accessibility and flexibility. Online learning facilitates access to materials at any time and from any location, provided there is an internet connection. This aligns with the perspective of student CY, who noted that:
This online training allows me to learn wherever and whenever I want, with no time or space limits. I am quite pleased. However, if the internet signal is strong, I can access it; otherwise, we can’t.
Nevertheless, this enthusiasm encourages students to engage in learning, leveraging the accessibility and flexibility provided by the web-based training. This training eliminates geographical and time constraints, enabling participants from diverse backgrounds to engage in the learning process without concerns regarding tight schedules or extensive travel as encountered in traditional lectures. The availability of broad access is a crucial element that sustains participants’ motivation to learn. This is supported by student TZ’s statement:
My difficulty was with the online formative and summative tests; however, these challenges motivated me to complete them despite the challenges that I faced. The convenience of having access at all times and from any location is quite beneficial.
Web-based learning creates challenges for certain students in comprehending the material readily accessible online. They perceive this challenge as a motivating factor to persist in their studies, as they have ample time to comprehend the material and respond to all inquiries. A student HG, stated that:
We have limited time for assignments because we still have other classes to attend, but the facilitators’ encouragement and monitoring help us avoid laziness or procrastination, so we feel motivated to complete them.
The facilitator’s feedback fosters a learning approach that promotes active engagement, reflection, and self-development. This combination enables participants to manage their learning process while providing the necessary guidance to maintain motivation. A PS student remarked in her reflection that:
The facilitator’s material was very clear, easy to follow, and engaging, making it very valuable. The assignments from the first to the last session went easily and were simpler, which improved our learning motivation. Hopefully, the topics offered in the following session will be more engaging.
The facilitator’s feedback is essential for enhancing participant motivation. Clear assessments, constructive feedback, and recognition for efforts serve as positive reinforcement, enhancing participants’ sense of value. Participants show increased motivation to enhance their learning outcomes due to the facilitator’s demonstrated concern and monitoring of their progress.
4. Discussion
The first finding derived from the reflections of prospective physical education teachers shows an important need for feedback from facilitators during the web-based training process. This feedback would identify critical gaps in online programs, thereby facilitating the enhancement of prospective physical education teachers’ knowledge (Lander et al., 2022). As noted by Hyndman, (2017), that digital platforms provide unique relational opportunities, facilitating new possibilities and knowledge, including identity formation, while generating diverse experiences and practices. Online educational environments possess intangible meanings that empower learners, forcing them to recognize learning objectives. This recognition can enhance their engagement and facilitate the learning of new knowledge (Goad & Jones, 2017).
Additionally, according to Transactional Distance Theory (Moore, 1993), the effectiveness of online learning is significantly affected by an appropriate balance among dialogue, structure, and independence of learners. The frequent interaction and ongoing, relevant feedback from facilitators significantly reduce transactional distance by offering clarification, reinforcement, and explicit guidance for students. This interaction reduces confusion and fosters social connectedness, thereby motivating students to take greater control of their learning process (Chen, 2023).
When students feel supported through meaningful discussion, they are more likely to select their own pace, strategies, and learning priorities, despite the fact that the online learning structure provides great flexibility. The enhancement of self-control in learning is directly related to motivation, as students perceive a sense of ownership over both the learning process and the resulting outcomes. Intense dialogue, a flexible learning structure, and the gradual development of learning independence collectively enhance the effectiveness, personalization, and motivation of the online learning experience.
Reflection is a fundamental aspect of constructivist learning. Educators can facilitate student reflection on learning experiences by utilizing digital journals, reflective assignments, or online discussions (Sato & Haegele, 2019). In online learning, activities are performed independently, allowing learners to construct their understanding of the content by establishing dynamic connections between new knowledge, prior experiences, and the context of previous learning within the course (Sato et al., 2024). As teaching and learning shift from face-to-face to online formats, pedagogical approaches evolve from teacher-directed instruction to a more student-centered model, with the teacher assuming the role of a facilitator (Murtagh et al., 2023). These activities promote student self-analysis, progress evaluation, and the enhancement of newly acquired knowledge. Moreover, complex problem-solving tasks (Dwiyogo, 2018) can be structured to enhance students’ critical thinking skills in comprehending and applying new concepts.
The role of the facilitator in online learning is crucial for maintaining student motivation (Chiva-bartoll et al., 2021; Salvador-garcia & Chiva-bartoll, 2023). Facilitators function as both information providers and emotional support systems, promoting student motivation in the pursuit of learning objectives (Essiet et al., 2022). Facilitators can enhance student engagement by offering regular feedback, promoting active communication, and establishing an inclusive learning environment, thereby ensuring students feel valued, motivated, and connected in the educational process (Webster et al., 2021). Furthermore, Facilitators can assist in addressing challenges to self-directed learning. Facilitators can offer clear guidance through structured learning modules, study schedules, or online discussion forums to enhance students’ comprehension of the material (Hua, 2024). Consistent mentoring helps students in cultivating study discipline and time management skills, which are crucial for online (Tomura et al., 2023).
With support from a facilitator, self-directed learning, which was previously a barrier, can be transformed into an empowering opportunity (Jastrow et al., 2022). Facilitated online learning helps students develop problem-solving skills, emphasizes critical thinking, and encourages collaborative interactions among students (Minhyun Kim, et al., 2021). Facilitators are essential for fostering collaboration among participants at the very beginning, particularly to enhance student motivation. Facilitators’ assistance in online learning is essential for achieving a balance between student independence and necessary support. Facilitators function as both content providers and motivators, assisting students in maintaining focus on learning objectives (Jones & Worrall, 2024). Through interactions like online consultations, discussion boards, or direct feedback, facilitators can assist students in comprehending the subject matter, resolving issues, and developing their confidence in the learning process.
Moreover, mentoring plays a crucial role in helping students maintain their academic trajectory (Dille & Røkenes, 2022). Online learning, characterized by its flexibility, may lead to a loss of structure for students in the absence of clear guidance from the facilitator (Vayre & Vonthron, 2016). Through the provision of structured guidance, such as study plans, weekly goals, or detailed instructions, facilitators can assist students in better time management and help them stay on course to meet their learning objectives. Thus, while online learning prioritizes independence, the role of a facilitator is crucial in fostering a successful and meaningful learning experience (Laughlin et al., 2019; Schumacher et al., 2022).
This study is limited as the sample was only drawn from students engaged in competency improvement training for prospective physical education teachers at a single campus in one province of Indonesia. Consequently, these findings are not applicable to all prospective physical education teachers. From a qualitative research perspective, it is plausible that feedback from facilitators is essential, even in web-based training environments.
5. Conclusions
This study explored pre-service teachers’ perceptions of facilitator-assisted web-based online training. Online training is often viewed as prioritizing information delivery over fostering a genuinely collaborative experience. This study illustrates that online training creates a distinct environment when a facilitator is present. Facilitator is an essential in promoting active participation, guiding discussions, and offering necessary support during training, thereby ensuring that PSTs remain motivated to keep going. The presence of a facilitator in self-paced and flexible learning environments enhances student engagement and fosters effective collaboration, thereby improving the overall quality of online education. This study highlights the significance of facilitator elements in enhancing the dynamics of online training, leading to a more meaningful and productive experience.
The findings of this study show that feedback provided by facilitator must be clear, relevant, and constructive. Regular provision of feedback is essential for participants to assess their progress and maintain motivation for ongoing improvement. Moreover, web-based learning must incorporate interactive features that enhance the facilitator’s role, including discussion forums and real-time assessments of participant progress. Technological support enhances the effectiveness of facilitators in delivering relevant guidance and feedback.
Author contributions
Conceptualization, HI.; methodology, YO, GFF.; validation, TJ, AM, and S.; formal analysis, HI and GFF.; investigation, HI and HA.; resources, HI; data curation, HI, YO, nad GFF.; writing-original draft preparation, HI and GFF; writing-review and editing, HI and GFF.; supervision, TJ, AM, and S; project administration, HI.; funding acquisition, HI and HA.
All authors have read and agreed to the published version of the manuscript.
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how to cite this article
Ilmawati H, Juliantine T, Mahendra A et al. Exploring Facilitator Feedback in Web-Based Physical Education Teacher Education (PETE) Programs [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:851 (https://doi.org/10.12688/f1000research.178909.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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