Resituating feedback from the reactive to the proactive

Recent rapid advances in learning technologies do not change the fundamental nature of feedback in learning and assessment, but they markedly increase the ways in which students may receive comments about their performance, and give feedback to others. The emergence and continuing evolution of internet applications that facilitate interaction between users, and interaction with course-related content, extend the boundaries of how both synchronous (real-time) and asynchronous (delayed-time) feedback can be implemented and provided. These developments offer a range of non-traditional approaches to feedback for educators to consider, along with accompanying opportunities and challenges.