Does Instructor Voice Matter? An Investigation of Instructor Narrated Evaluation in Preservice Teacher Education
Abstract: Learning management systems (LMS) provide higher education faculty multiple opportunities to provide feedback on preservice teacher lesson planning in engaging, personalized formats. This pilot study examined 23 preservice teacher education students for instructor feedback in an introduction to educational technology course. Feedback was provided on a program-wide lesson plan in two formats: text-based left in the comments section of Blackboard (N=16) and instructor-narrated audio feedback recorded directly into the LMS (N=9). Results indicated a significant relationship between variables related to student perception of the instructor. However, the variables played no factor related to student perception of self-motivation. Findings indicate teacher education programs should integrate multiple types of media in support to foster relationships and improve student intrinsic motivation for course content.