Investigating feedback implemented by instructors to support online competency-based learning (CBL): a multiple case study

Abstract Instructional feedback has the power to enhance learning. However, learners do not always feel satisfied with their experience. Simultaneously, little attention been paid on investigating how is implemented in online competency-based learning (CBL). CBL an approach under which activities are organized a non-linear manner help achieve pre-defined competencies. This study applied multiple case method, and 17,266 pieces of coded text, given by instructors for three tasks from blended undergraduate course, were analyzed. The results showed that 11 types feedback. Feedback was used give praise less effective, but frequently used. Regulative emotional can be very they actually rarely diagnosis, suggesting improvements, consistently across different complexity. In contrast, complementary teaching time management, as well Based obtained findings, potential causes suggestions improving implementation discussed.