Closing the Feedback Loop

The study presented here is concerned with the pedagogical and technical issues around provision of feedback. More specifically, it looks at how feedback received interpreted by students can become integrated in a comprehensive plan for supporting philosophy helping them develop critical analytical writing skills. It especially relevant post-Covid-19 educational settings, where face-to-face contact limited delivered remotely, potentially opening gap between instructors’ intentions student perceptions they receive. I discuss tools eliciting students’ responses to argue that having strategy receiving from have lot benefits: provides timely tool instructors check on effectiveness their feedback, helps solidify learning partnership circumvents some problems digital technologies pose teaching learning.