In this study, the comparative effectiveness of two forms of feedback (instructor delivered corrective feedback and a Web-based model comparison feedback) was examined on two complex tasks. Forty-six university students enrolled in an introductory special education course designed for non-special education majors were randomly assigned to two treatment groups. Both groups completed a behavior-analysis and an instructional-analysis task after viewing vignettes on streamed video from the course Web page. The first group-received instructor delivered corrective feedback (CF) on the behavior-analysis task and then received Web-based model comparison feedback (MCF) on the instructional-analysis task. The second group-received MCF on the behavior-analysis task and then received CF on the instructional-analysis task. Students' performance was significantly better on the criterion task when they received instructor delivered corrective feedback.
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