Quality feedback in online courses gives students clear, timely, and actionable information about their performance so they can improve. It goes beyond telling students how they did and instead shows them how to move forward. Effective feedback connects directly to learning goals, highlights both strengths and gaps, and provides specific next steps. When delivered during the learning process, it has the greatest impact on student growth (Hattie & Timperley, 2007; Ericsson, Krampe, & Tesch-Römer, 1993).
Why quality feedback matters
Quality feedback plays a critical role in student success. It helps students understand how their work aligns with course expectations and where they need to focus their efforts. When feedback is timely and specific, students can apply it to future assignments and improve their performance.
Strong feedback also supports motivation and confidence. When students know what they are doing well and how to improve, they are more likely to stay engaged, persist through challenges, and take ownership of their learning. Over time, this builds self-regulation and stronger academic skills.
What quality feedback looks like
Quality feedback is:
- Specific and tied to learning goals
- Focused on both strengths and areas for improvement
- Actionable, with clear next steps
- Delivered in a timely manner
- Grounded in instructor expertise
- Most effective when provided during the learning process
Example
“Karen, you have done a strong job assessing the patient’s demeanor and actions. To strengthen your analysis, consider asking follow-up questions about the patient’s support system at home and their spiritual needs. Refer to Chapter 8 for examples of questions you can use in similar situations.”
This works because this feedback is specific, highlights a strength, identifies a gap, and provides a clear next step with a resource.
Quality feedback is not:
- Vague praise or general comments
- Limited to a score or grade
- Delayed until the end of the course
- Unclear about how to improve
- Disconnected from assignment criteria
Example
“Good job. Proceed to the next module.”
This falls short because this feedback does not explain what was done well or how to improve, so it does not support learning.
How to provide quality feedback
Feedback can take many forms, but high-quality feedback consistently supports student learning and progress. Use the practices below to ensure your feedback is effective:
- Provide timely, individualized feedback within 2-3 days that clearly highlights strengths and areas for improvement.
- Use rubrics when grading to make expectations and evaluation criteria transparent.
- Follow up with students who are struggling by offering opportunities to meet, discuss their work, or complete additional practice.
- Reinforce performance expectations through announcements and regular course communications.
- Share general feedback with the class to highlight progress, address common challenges, and guide improvement.
- Maintain clear and consistent communication that emphasizes high standards and supports student success.
- Create opportunities for peer feedback so students can engage more deeply with expectations and learn from one another.
- Vary your feedback methods by incorporating written, audio, or video responses when appropriate.
Multimedia feedback
You can also consider using audio or video feedback to provide more efficient and engaging responses to student work. Speaking your feedback often takes less time than writing detailed comments and allows you to capture your thoughts more naturally. Students also tend to feel a stronger connection when they can hear or see your responses. Flexible formats like audio and video allows you to provide meaningful feedback from almost anywhere while maintaining a personal and supportive presence in your course.
Multimedia feedback tools
Most LMS systems, such as Canvas and Blackboard, have built in tools to allow you to record multimedia feedback directly in the grading area. This is a quick and easy way to use the built-in functionality of your LMS as you grade!
If your LMS does not have multimedia capabilities for feedback, there are a number of other tools out there that you can also use to capture and edit video for feedback, such as Zoom, Kaltura, Camtasia, Panopto, ScreenPal (formerly Screencastomatic), and more.
If you are using the tools for the first time, speak with either your Risepoint instructional designer or on-campus instructional design team to learn more about how to use these tools. Understanding the capabilities of the tool can help you feel more comfortable as you record!
References
- Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. http://dx.doi.org/10.1037/0033-295X.100.3.363
- Hattie, J., & Timplerley, H. (2007). The power of feedback. Review of Educational Research, (77(1), 81-112. doi:0.3102/003465430298487
- Norcini, J. J., Anderson, B., Bollela, V., Burch, V., Costa, M. J., Duvivier, R., & … Roberts, T. (2011). Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 Conference. Medical Teacher, 33(3), 206-214. doi:10.3109/0142159X.2011.551559
- Thomas, J. J., & Arnold, R. M. (2011). Giving feedback. Journal Of Palliative Medicine, 14(2), 233-239. doi:10.1089/jpm.2010.0093
