Abstract:
The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive video lectures in terms of undergraduate students’ engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students’ evaluations of elaborated and metacognitive feedback in interactive video lectures based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported with qualitative data. The participants were 52 preservice teachers who registered in an undergraduate course offered at the Faculty of Education. They were randomly assigned to the two feedback groups, the metacognitive and the elaborated feedback groups. For both groups, measurements were made after the implementation with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students’ evaluations of the elaborated and metacognitive feedback used in the interactive video lectures. The results showed that there was no statistically significant difference between the two feedback types in terms of students’ engagement and metacognitive awareness levels. The qualitative findings, also consistent with the quantitative findings, suggested that while two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes.
