Feedback is one of the most important parts of the learning journey. It's particularly important that we design ways for students to receive feedback into online modules, as they won't have the opportunities for face-to-face support and feedback from their tutor or peers that students get in traditional face-to-face learning environments. 

Feedback helps students identify their strengths and weakness, track their progress and feel supported. 

Some opportunities for feedback include:

  • automated feedback (e.g. in autograded quizzes, comparing against model answers to questions)
  • peer feedback (informally through the forum, more formally through peer review)
  • tutor feedback (in webinars).

Description What happens? Purpose and benefit Example
Automated written confirmatory feedback

  1. Students complete a task or answer a question 

  1. When they have finished they compare their answers against a sample answer prepared in advance by the tutor.  

  1. Students then reflect on what they would have done differently based on the model answer. 

Students have time to independently complete a task as well as they can.  

Immediate feedback ensures misunderstandings are addressed quickly and learner confidence is improved. 


 Value proposition canvas for Airbnb
Online seminar/webinar

  1. Students complete a set task in advance  

  1. Then meet with the tutor and rest of cohort in a web conferencing meeting to discuss the output. 

  1. The meeting is recorded and can be watched back on demand. 

Opportunity to meet with subject expert and ask questions

Advance preparation gives purpose to the meeting 

Students receive feedback on their ideas and hear how others approached the task 

Meeting builds a sense of community. 

 Concluding seminar: Attributing environmental hazards to climate change
Quiz Students complete a short targeted online quiz and see their score and feedback once submitted. 

Gives regular feedback on progress. 

Directs students to further work to support areas of weakness. 

Builds confidence. 

Students re-engage with new concepts. 

Sex and gender differences in the prevalence of borderline personality disorder
Peer review

  1. Students complete a task 

  1. They then swap their answers with their peers and make them according to a set rubric  

Students receive feedback on their own work from peers 

Familiarising themselves with the mark scheme will help in their own work and recognise what is required 

Using workshop tool: Peer-review workshop 1: Reflective writing

Using rubric and discussion forum:  Researching environmental and social impacts of food items