The Dynamics of Online Evaluation: Voice from Student Teachers in an Open Distance e-Learning institution

Abstract

Teacher education programs worldwide aim to balance theoretical knowledge with practical application, with teaching practice serving as a critical component in this process. While teaching practice traditionally involves face-to-face evaluations, such approaches are not always feasible in Open Distance e-Learning (ODeL) contexts due to geographical constraints. Existing studies have explored the virtual teaching practicum and the unique experiences it provides. However, the existing body of literature on the evaluation of student teachers is notably limited, with an even scarcer exploration of their assessment through flexible learning tools. Employing a qualitative survey, guided by technological pedagogical content knowledge (TPACK) as a theoretical framework, this study aimed to examine the dynamics of online evaluation using the voices of student teachers during teaching practice in an ODeL institution. Data were collected through qualitative open-ended questionnaires from 13 purposefully sampled participants in their final year of undergraduate studies who engaged in online evaluations, and the data were analyzed thematically. The findings indicate that most student teachers demonstrated adequate preparedness for online evaluations and that the TPACK of university supervisors enabled them to provide constructive feedback. Online evaluations were further valued for their flexibility in overcoming logistical barriers and for fostering technological competence among student teachers. Findings revealed that Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) were the most critical domains influencing the effectiveness of online teaching practice supervision. Findings indicate that participants demonstrated adequate TK in using mobile devices and digital platforms such as WhatsApp and Microsoft Teams. However, challenges related to connectivity, infrastructure, and limited platform familiarity constrained the effective enactment of TPK during online teaching practice supervision.  The study recommended that universities invest in digital infrastructure and training and provide adequate institutional support. Although the findings provide valuable and transferable insights, their generalizability is constrained by the small sample size. The findings highlight the need for ODeL policy and global teacher education programs to move beyond basic digital access (TK) and prioritize the development of TPK, alongside investment in reliable digital infrastructure.