Using Asynchronous Training and Emailed Performance Feedback to Change a Teaching Behavior of Preservice Teachers

Abstract

The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.