Abstract
Teacher feedback is a core feature of the student educational experience and impacts student development. Educators can learn about teaching practice from student perceptions of teacher online feedback (TOF). This integrative research review explores student perceptions of TOF in higher education using modified PRISMA guidelines. The researchers searched six academic databases and included 12 articles for deep analysis and evaluation after three rounds of article reviews. Students reported a preference for timely TOF to help improve their performance. Participants noted a variety of preferred feedback mediums, such as video, text, and audio. Support for the Community of Inquiry (CoI) theoretical framework was present in the research findings. The studies reviewed ranged from high to lower levels of evidence. Scholarship of Teaching and Learning (SoTL) implications stress that online teacher feedback is a complex and contextual skill to develop. The teacher’s online feedback method and medium should match the student population’s preference. Research findings about student perceptions of TOF in higher education are critical for application by faculty to advance the SoTL.
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