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.

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.

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.

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.

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.

The study was conducted in accordance with the Declaration of Helsinki and approved by the Research Ethics Committee of Universitas Pendidikan Indonesia (No. 180/UN40.K/PT.01.01/2025).

Informed consent was obtained from all subjects involved in the study.