Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings

Çolak F., Balaman U.

Learning, Culture and Social Interaction, cilt.54, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Özet
  • Cilt numarası: 54
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1016/j.lcsi.2025.100936
  • Dergi Adı: Learning, Culture and Social Interaction
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Index Islamicus
  • Anahtar Kelimeler: Feedback, Teacher education, Technology-mediated TBLT, Telecollaboration, Video-mediated interaction, Virtual exchange
  • TED Üniversitesi Adresli: Evet

Özet

This study investigates mutual pedagogical decision making among transnational groups of pre-service teachers (from Austria and Türkiye) involved in finalizing the design of telecollaborative tasks after receiving multimodal feedback from different teacher educators. Within the scope of a Virtual Exchange project, while the teacher educator from the Turkish university conducted a large-group, whole-class, video-mediated meeting offering feedback, the teacher educator from the Austrian university preferred delivering written feedback. Examining the screen-recordings of pre-service teachers' video-mediated meetings and the diverse feedback sources, we found that the divergent feedback trajectories provide opportunities for pedagogical design-related decision making and meaning negotiation for pre-service teachers. The findings also show the synergies between the multilayered frameworks of participation and engagement in situ and bring new insights into the interactional management of video-mediated learning environments.