This research is a qualitative exploration of first and second year university students' experiences of feedback, specifically focused on their expectations and feelings. The data (n = 46) were collected from internal and distance-learning students in their first or second year, who are of lower socio-economic status and first in family to attend. The results suggest that students expect feedback to inform future assessments and provide sufficient explanation to help them improve. Moreover, students are also sophisticated in their use of feedback as some become more self-reflective learners using feedback rubrics to compare their assessment with the academic comments. The conclusions of this research are that students appreciate feedback when it is clear and instructive, they value the critical opinion of academics, but there are still issues of power imbalance as students may still be unwilling to contact academics if the feedback requires clarification.

This practice report shares the experiences of on-campus students enrolled in their second or third year of undergraduate business studies at Charles Sturt University, Australia as they moved to online study during the COVID-19 shutdowns. It details both the barriers and enablers to successful study the students identified. Barriers included loss of support networks, online fatigue, and technology connectivity. Enablers for success included empathic and understanding staff; clear directions; and, engaging, interactive delivery of the online learning activity. The report concludes with recommendations for future practice in assisting on-campus learners with the transition from a physical to a virtual learning environment. In particular, a strong teacher presence is recommended to foster the development of an engaged learning community where student-to-student interactions are facilitated and students feel supported and connected.

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