As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback's relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

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This chapter discusses the effective use of feedback in online learning. Feedback is an essential component of learning. Faculty and instructors spend hours providing feedback, which is often not used to maximum benefit by the learners. Feedback, related assessment, evaluation and grades, is the comments provided to learners on their work. Guidelines for providing quality feedback are discussed. Types of feedback suitable for a range of contexts are presented. Techniques and technologies that enable detailed feedback to be delivered quickly to learners are discussed. With a little practice, using the methods discussed can reduce the amount of time spent on providing feedback, reduce learner wait time and increase the learner use of the feedback, all desirable outcomes.

As the use of social media in post-secondary education expands, so does the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an upper-level university course is valuable. This paper explores these themes based on a student survey (N=37) conducted in a Sociology Deviance course. It also reviews how students responded to the use of Twitter as a “community-classroom” engagement and assessment tool. Findings reveal that Twitter did contribute to some students’ sense of community. We offer suggestions for how instructors can successfully integrate Twitter activities into their course assessment to make them more engaging and to improve connectedness.L’utilisation des médias sociaux dans l’éducation postsecondaire prend de l’ampleur, entraînant l’augmentation de la documentation de recherche qui examine leur efficacité à motiver les élèves. Des études se sont penchées sur l’utilisation de Twitter comme outil d’évaluation et de participation. Comme il s’agit d’un domaine de recherche vaste et en croissance, il est important de mieux comprendre si Twitter peut favoriser ces résultats dans le cadre d’un cours universitaire de haut niveau. Cet article explore ces thèmes en s’appuyant sur un sondage réalisé auprès des étudiants (N=37) dans un cours de sociologie de la déviance. Il examine également comment les étudiants ont réagi à l’usage de Twitter comme outil de participation à une « classe-collectivité » et comme outil d’évaluation. Les conclusions révèlent que Twitter a contribué au sentiment d’appartenance à la collectivité de certains étudiants. Nous offrons des suggestions sur la façon dont les instructeurs peuvent intégrer avec succès des activités liées à Twitter dans leurs évaluations de cours afin de rendre ceux-ci plus motivants et d’améliorer la connectivité.

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