The focus of the study was to determine the factors that influence the acceptance and use of online feedback in an undergraduate module using the modified unified theory of acceptance and use of technology (UTAUT2). The participants were third-year pre-service teachers in the Bachelor of Education degree who were taking a fully online Teaching Studies module, in addition to their specialist subject areas at one of the universities in South Africa. A survey instrument was developed from the original UTAUT2 instrument and modified where appropriate, to fit the formative feedback context. Exploratory factor analysis was used to validate the instrument. The validated instrument yielded respectable reliability and construct validity. Confirmatory factor analysis verified the measurement model. The findings suggest that hedonic motivation, perceived relevance, habit, and social influence significantly affect the behavioral intention to use and accept online formative feedback, accounting for 63.6% of the variance explained, hence, signifying their importance.