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Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives. This mindset of gaining an immediate response to questions asked translates into the classroom environment as well. Although online learning and virtual classes offer students freedom from traditional classroom constraints, the need for constructive and immediate feedback on assignments continues to be a main focus for online students. Over a period of one year, this study focused on learning the perceptions of students to detailed instructor feedback on online assignments, how they wanted to receive that feedback and how satisfied they were with the feedback provided by the instructor. Learning the kind of feedback students perceive as beneficial will assist the online instructor to provide comprehensive and constructive feedback that promotes the realization of participative goals, engages students and enhances learning. Results of this study and implications for further research will be shared.

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Research in Higher Education Journal Volume



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