Online learning overcomes space and time constraints; however, it presents challenges in teacher-learner interaction. This study explores the potential of feedback in online formative assessment (OFA) to enhance such interactions. This study identified different types of feedbacks and analyzed the characteristics of interactions between teachers, technology, and learners. The research participants were 22 pre-service physics teachers in Seoul, Korea. They used OFA in the demonstration of online classes, and the types of feedback were classified through their OFA utilization data, instruction plan, and observation data, with interviews supporting the results. The study classified each feedback type in detail through elaborated feedback (EF). For multiple-choice questions, the item-specific type was more effective than the answer-until-correct or summary types in providing customized feedback and adjusting classes. The feedback types of constructed-response questions focused on the specific content or subject integration but challenging to utilize for automated feedback. Based on these feedback types, the study identified the characteristics of interactions between teachers and students mediated by technology through demonstration observation. Social interaction between teachers and learners occurred via technology when the correct response was immediately provided per item. In this type, technology played a strong mediating role in the utilization of automatic feedback, and the teacher played a leading role in guiding the learner. Furthermore, EF provided per item enabled meaningful interactions. The study underscores the crucial role of teachers in providing meaningful support through OFA feedback in an evolving educational environment.

在线学习克服了空间和时间的限制；然而，它给师生互动带来了挑战。本研究探讨了在线形成性评估（OFA）中反馈增强此类互动的潜力。这项研究确定了不同类型的反馈，并分析了教师、技术和学习者之间互动的特征。研究参与者是韩国首尔的 22 名职前物理教师。他们在在线课程的演示中使用了OFA，并通过OFA使用数据、教学计划和观察数据对反馈类型进行分类，并通过访谈支持结果。该研究通过详细反馈（EF）对每种反馈类型进行了详细分类。对于多项选择题，在提供定制反馈和调整课程方面，特定于项目的类型比回答正确或摘要类型更有效。构建响应问题的反馈类型侧重于特定内容或主题整合，但难以用于自动反馈。基于这些反馈类型，该研究通过示范观察确定了技术介导的师生互动的特征。当每个项目立即提供正确的响应时，教师和学习者之间的社交互动通过技术进行。在这种类型中，技术在自动反馈的利用中发挥了很强的中介作用，而教师在指导学习者方面发挥了主导作用。此外，每个项目提供的 EF 都支持有意义的交互。