How do you provide feedback and support to online and hybrid learners?

I use google docs to share my lesson plan, just the topics of each lecture. During or after class, students take notes on the same doc. By reading the notes I was able to see what students did not understand and what they were curious about so I could better prepare the next lesson and answered their question. Of course this can only be done in a very small class. But most teachers wait till the end of the course to "test" student's knowledge. Then they write a paper and the teacher sees that the student is did not understand one or more ideas. By then, it is too late to make sure the message of your class in conveyed in the clear way. Feedback is needed when you still have time to go over the issues not fully understood by students.

Group feedback might also be something to consider - it also helps create more of a sense of a learning community. It can be used to provide a summary of the collective strengths and areas for development of the cohort. This group feedback can also be used as effective feedforward for subsequent students completing the same (or similar) assessment. I have found my students have responded well to seeing 'real' feedback and being able to use it to inform and enhance their own assessments.

Timely and quality In my online teaching strategy, I use the feedback frequency and quality contribute for personal growth and professional development of the learner in line with the SLO. I give feedback in four different ways; by recording audio/ video to each student with constructive and corrective directions, creating accoutibilibuddy from the learner as group, giving opportunities for the learner second attempt in case the learner wants improve or argue on their work, and opening up discussions forum for all participants to help each other to be on similar footing in the learning process with critical thinking skills. Further more feedbacks are written clearly addressing diverse issues through the constructivist lense .

Feedback is tied to testing students. -With Quizzes - review all questions in class. -With Written Submissions Questions your LMS shoukd allow you to add comments on the submission. -Allocate time for a General discussion in class. Ask students where they went wrong. Sometimes students volunteer this information themselves but you have to create a space for such and provide the relevance guidance to the answer in these discussions.

Quando possível, o uso do áudio torna a experiência do aluno mais personalizada, além da vantagem do uso da fala, que permite captar a emo??o sobre o que é dito. Na ausência do áudio, o texto escrito é também um ótimo recurso, sendo necessário atentar para as palavras escolhidas, minimizando erros de interpreta??o. Sobre o uso de feedback de pares, entendo ser preciso avaliar o público alvo e seu nível de maturidade. Participei de uma a??o na qual o feedback dos pares n?o fluiu muito bem, mesmo com a orienta??o prévia do instrutor.

From personal experience I can tell - feedback in a hybrid or online mode for learners needs to be something they can do differently. It should be positioned as - this has worked for me, may be you might want to try it rather than saying do this. If you can give relevant, current examples and lead by example in a live session that is the icing on the cake rather than being gyanish or gibberish.

In the middle of the lecturing, I used to ask a question to my student in order to open a discussion session, I try to stimulate their interest to the subject being discussed by give them a good feedback and tell them what the reality in the real life.

To optimize feedback for online and hybrid learners, adopt a "strategic bursts" approach. Provide feedback in digestible, impactful segments that target key learning areas, avoiding overload. Use multimedia feedback—voice notes, video comments, or annotated visuals—to add a personalized touch that engages diverse learning styles. Encourage students to self-assess before receiving your feedback, fostering reflection and autonomy. Balance praise with constructive criticism, framing it as a dialogue to promote growth rather than a final judgment. This empowers learners to take ownership of their progress.

Feedback platforms like Canvas, Moodle, and Blackboard streamline online learning. Tools like Kahoot!, Quizlet, and Socrative offer real-time quizzes, while SurveyMonkey and Google Forms capture student feedback. Collaboration is fostered through Padlet, Trello, and WordPress, and for auditory learners, Anchor and Loom provide podcast and video feedback. Prioritizing ease of use and training ensures effective communication between educators and students in a hybrid environment!

I USE THE L.E.A.R.N.I.N.G. TECHNIQUE FOR TEACHING MANAGEMENT SUBJECTS. L: Leverage Prompt Communication I prioritize prompt communication E: Engage Regularly in Discussions Engaging in regular discussions fosters a sense of community A: Align Assessments with Learning Goals ensures that feedback is targeted R: Responsive Feedback Mechanism providing constructive feedback promptly N: Nurture Peer-to-Peer Interaction creates a collaborative environment, enhancing the learning experience. I: Incorporate Multimedia Resources enhances engagement, making complex legal concepts N: Navigate Virtual Platforms Effectively, maximizes the benefits of online resources G: Grading Consistency is crucial for fairness .

Wow! I love this work. I've actually not looked at it from this perspective. Thank you for opening my eyes and redirecting me. Keep up the good works (writing)

I found that it is becoming increasingly important to visualize theoretical frameworks and methodologies. Designing and creating interactive infographics and mind maps helps students to see the bigger picture and more ways to connect and apply theory. This makes examples discussed in the classroom more tangible. It also presents an opportunity to serve as a study guide, which can be prepared by the teacher or students to then share and exchange viewpoints.

Feedback tools can be of great significance whenever we think feedback. However other factors to consider is whether both parties are comfortable with its use; availability; functionality; kind of feedback required; know-how of useability of tools

It's sad that the most important part about feedback culture comes at the very end: receiving it. I think it's the most important part when it comes to good lectures. The 3 key questions I ask the students or myself are: 1. What is your understanding of the curriculum. What are you expecting me to teach you? 2. What are you interested in, when we speak about the topic? 3. How can I make it work, that I hold lessons at 5pm and you all have your eyes open? There are definitely some more. But please at least start with those 3 questions on the first day! FYI: I am not an experienced person, when it comes to giving lessons. But I am experienced enough to tell, that "how to give feedback" shouldn't be the question.

The shift to online and hybrid learning can be challenging for students who thrive in traditional face-to-face settings. Instructors should proactively check in one-on-one with students who seem disengaged to understand their struggles. Small gestures to build community—like using video when possible or scheduling occasional in-person meetups—can also help learners feel less isolated. Most importantly, have empathy for the unique situations of each student and offer accommodations whenever feasible. A little flexibility and compassion goes a long way.

Remember that if you are seeking feedback to consider biases and motivations that might be in the mind of the responder, as well as your own interests. Craft your feedback mechanism in a way that is fair to you and to the responders and considers any relevant ethical considerations. Always try to have a fair feedback mechanism with integrity, that respects privacy and doesn't give rise to moments were you get overwhelmingly positive feedback due to fear of retaliation or a desire to get better outcomes from your respondents.