This study systematically investigated the differential effects of face-to-face or video-enhanced feedback environments on preservice teachers’ peer feedback expertise.Theoretical framework Hammerness and colleagues (2005) emphasize that teachers require feedback on their classroom practice in order to increase their professional knowledge. Hence, preservice teachers need to learn how to provide effective feedback. They can develop this expertise in sessions during teaching practicums. Feedback sessions can be conducted face-to-face or on a video-enhanced online platform. Previous research has shown that the use of video in teacher education can increase teacher expertise in other domains (Tripp & Rich, 2012). However, little is known about the effects of video-based web-environments on the peer feedback expertise of preservice teachers.MethodsPreservice teachers participated in a four-week teaching practicum after their fourth Bachelor semester. The CG (n =65) participated in two face-to-face feedback sessions during this period, while participants of the video-based IG (n =22) only had one live session but also reflected and received feedback online. They had to film and upload short video clips of their classroom practice to a web-based feedback environment.Data sourcesA video- and text-based measure was developed to assess preservice teachers’ peer feedback expertise before and after their teaching practicum. Students had to provide written feedback to a teacher displayed in two situations. These pre- and posttest peer feedback comments were analyzed by a coding system based on research by Narciss (2013) and Gielen et al. (2010). The coding system determined the quality of peer feedback by three categories (evaluative feedback, tutoring feedback, presentation of feedback). Results Results of the paired t-tests showed that preservice teachers who participated in the video-based environment (IG) improved their peer feedback expertise significantly with respect to the total test (d = 1.23, p<.001) and in the tutoring (d = 1.06, p>.001) and presentation of feedback category (d = 0.83, p>.01). Preservice teachers of the face-to-face setting (CG) also showed a significant increase for overall peer feedback expertise (d=0.30, p>.001) and presentation of feedback category (d=0.83, p>.01) and the tutoring (d=0.40, p>.001) and presentation of feedback category (d=0.26, p>.02). However, analyses of variance showed interaction effects (time×group) for increases in the evaluative feedback category, F(1,85)=5.04, p=.03, ηp2=.06. 6% of variance in this category can be explained by the superiority of the video-based setting. Scientific significance Video-enhanced web-based learning environments make feedback sessions location-independent and feedback can be provided asynchronously. Consequently, it becomes more attainable to implement more feedback occasions as extensive coordination, especially if experts are supposed to be present, is not needed anymore. This study shows that video-based feedback settings pose an effective substitute to face-to-face feedback sessions.