Communication between the instructor or system and the learner resulting from an action or process.

Advice and commentary given by a teacher on examinations, coursework, or classroom activity. Can be oral or written and helps learners to understand their progress.

1. Information that responds (preferably immediately) to a learner's completion of assignment or task. 2. Technology functions that respond to a user's interactions with the interface. For example, in an online tutorial, the learner enters information and gets feedback about the correctness of their answer (1). When they try to access areas they have already complete, a message box informs them that they have completed this section (2). When they get an incorrect answer they are prompted to answer a series of questions that guides them through a reasoning sequence that logically leads to the correct answer.

A two-way communication between the instructor or system and the learner to increase the quality of the learning experience.

Provides learners with information on their progress. This can take many forms, eg oral, written, video or on-line, and can be given by a variety of people, eg peers, staff or colleagues.

Providing learners with information about the nature of an action and its result in relation to some criterion of acceptability. It provides the flow of information back to the learner so that actual performance can be compared with planned performance. Feedback can be positive, negative, or neutral. Feedback is almost always considered external while reinforcement can be external or intrinsic (i.e., generated by the individual).

Communication from an instructor to a student, concerning the fulfillment of an assignment.

Feedback is a key component of formative interactions. It is information that gives the learner opportunities to see how well they have done, are doing, where they might go next and how they might get there. LITE