Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Dr. Mahauganee Bonds
Second Advisor
Dr. Tania Reis
Committee Members
Dr. Jodi Elder; Dr.Lee-anne Oros
Abstract
This qualitative study examined how online graduate students perceived and experienced instructor feedback, focusing on its role in learning, the challenges of applying it, and preferences for formative, summative, or blended approaches. Fifteen students participated in semi-structured interviews, and four joined a follow-up focus group. Findings revealed that students viewed feedback as fundamental to understanding course expectations, improving academic work, and fostering motivation. However, vague or delayed feedback was seen as unhelpful and discouraging, often limiting opportunities for improvement. Three central themes emerged: the value of feedback as a learning tool, barriers to engaging with feedback effectively, and preferences for blended feedback approaches. Subthemes included the need for clarity and actionable detail, the importance of timeliness, and the motivational role of constructive responses. Participants preferred formative feedback, particularly when it offered specific guidance that could be applied to future assignments, though many also valued the balance of formative and summative feedback. The study highlights the need for timely, specific, and personalized feedback to support both academic success and student engagement in online environments. Recommendations include providing formative opportunities throughout courses, leveraging technology for personalized responses, and offering faculty professional development in effective feedback strategies. Although limited by its small and discipline-specific sample, the study provides transferable insights into best practices for online graduate education.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
McNichols Irvin, Kathleen, "Online Student Perspectives of Impactful Feedback" (2026). Student Theses and Dissertations. 1136.
https://arch.astate.edu/all-etd/1136
