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Quality feedback is crucial to learning; the growth of online delivery has altered how it is obtained and shared. Educators interested in improving online learning can benefit from understanding formal and informal feedback flows existing in face-to-face environments and how these transfer online. This article examines the nuance of informal feedback in education and how this is impacted by online delivery. A variety of techniques were situated along a spectrum from face-to-face to online delivery, and informal to formal assessment types. Four main themes for facilitating informal feedback with online delivery were identified: Type 1 - increased emphasis on formal formative assessment; Type 2 - facilitating alternative ‘face-to-face’ experiences; Type 3 - manual analysis of unstructured learner generated data; and Type 4 - automated experiences. Recommendations for course designers, implications for CDIO institutions and organisation were discussed, including blended learning projects, online communities of practice, data sharing and advocacy opportunities.
Meikleham et al. (Mon,) studied this question.