Faculty feedback is an essential component of the learning process. Research suggests that the modality of the feedback is most effective when aligned to the task type and learner needs. For example, written text-based feedback is best for complex tasks that require careful reflection, such as essays or research projects because it offers specific, detailed guidance students can return to repeatedly. Audio or video feedback is best for performance-based or procedural tasks, such as presentations or demonstrations where tone, pace, or nuances matter. As a bonus, verbal modes can increase students’ sense of instructor presence and engagement compared to text alone. Either way, be sure that the feedback is specific and actionable, so the student knows what to do next. Even better, phrase your feedback as questions to engage students in thinking more deeply about their work.
