Exploring Students’ Responses to Faculty Formative Feedback in the Online Learning From a Higher Education Practitioner’s Perspective

Abstract

This study explored students’ responses to faculty formative feedback in the online learning environment from a higher education practitioner’s perspective. the study examined the meaning of students’ responses and formative feedback, as well as how we can determine that students are responding to their faculty’s formative feedback. The study provided some specific factors influencing students’ responses to faculty formative feedback, some of the potential challenges associated with the formative feedback examined by the practitioner, the effects of using faculty formative feedback on students’ learning and responses in the online learning space, some of the practitioner’s observations, some of the practitioner’s faculty formative feedback statements, some observed challenges to faculty formative feedback by the practitioner, students’ responses to faculty formative feedback during and after class completion. The study hypothesized that faculty formative feedback, which includes timely, specific, clear, encouraging, motivating, and constructive criticism with actionable steps, enhances students’ perception of feedback, engagement, positive relationship with the instructor, and promotes positive responses to student learning success.