The authors argue formative feedback is critical for making student behaviour 'seen' in asynchronous online learning where the teacher is not physically present¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Based on the audit, the authors argue that without an output that received feedback, information about what the student did would be limited, and feedback enables learning analytics to show what students have done. → Pollard 2025

Evidence¶

Pollard 2025¶

Pollard, V., Armatas, C., & Pepe, A. (2025). Feedback is integral: Using a revised ICAP Framework to achieve active learning in an asynchronous online course. Online Learning, 29(3), 236-253. https://doi.org/10.24059/olj.v29i3.4555

q1 · i? · design · r2

Authors' interpretive argument from their audit of an eight-unit asynchronous online postgraduate course, addressing their third research question (the value of adding feedback to the ICAP Framework). They argue feedback on outputs lets asynchronous student behaviour be "seen" and would enhance learning analytics; no effect size is reported.

"we believe feedback to be a critical to allow students' behaviour to be "seen" in a learning mode where the teacher is not physically present. For many of the activities in the course, without an output that received feedback, the information about what the student did would be limited."

Discussion¶

Related Claims¶

• Expert teachers' well-practiced routines make their performance fluid, as seen in homework-review and lesson-teaching comparisons — related
• In the Learner Variability Navigator case, feedback loops across multiple partners generated an output of need that the authors say simple surveys may not have produced — related
• Khanmigo fully supports the language learning potential criterion through abundant input, extended output, adaptive feedback, and negotiation of meaning — related
• The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
• The change in tools caused the most disruption in e-teachers' activity system, replacing body language and visual cues with text and voice mediation — related
• In the Maker Learning @ Home cohort, feedback loops with cohort members redefined the initiative's outputs and goals — related
• The ICAP Framework was found effective for assessing potential for active learning in an asynchronous online environment and identifying where design improvements are needed — related
• Online concept-mapping behaviour may play a critical role in transforming verbal-discourse knowledge into deep-level co-construction; Type 3's lowest behavioural knowledge construction accompanied its lowest performance — related
• AI involvement at the intermediate feedback level is appropriate only if five non-negotiable boundary principles hold simultaneously — related