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Cited by 36Student Assessment and FeedbackEvaluation of Teaching PracticesCommunication in Education and Healthcare

Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback

Open access
Paris, Brit·2022·Teaching and Learning Inquiry
DOI 10.20343/teachlearninqu.10.3
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Abstract

Instructor perspectives regarding the challenges they experience in enacting effective feedback processes have not been the focus in the literature on effective feedback processes. This study investigated the challenges that instructors experienced in providing effective feedback to students between January and April 2020, particularly considering campus closures and the shift to online learning in response to the COVID-19 pandemic. This study consisted of six focus groups held between January and April 2020 with five instructors from different disciplines at the same institution with class sizes ranging from 14 to 82. Through a thematic analysis using a constant comparison method, it was found that the biggest challenges instructors experienced in providing effective feedback was their own workload, the disruption that student inaction on feedback brought to the feedback process, and how the instructors managed their own affective responses and mindsets towards feedback. These findings are discussed within the context of the COVID-19 pandemic and based on these findings, recommendations for instructors include considering their own limitations when designing feedback processes and checking their beliefs about feedback with their students’ perspectives on feedback in order to align understanding.

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  • The provision of feedback comments requires subject expertise, familiarity with individual students' work, and time and capacity to translate that expertise into actionable comments, which are chronically scarce, particularly in large-enrolment courses.

    “The provision of feedback comments requires subject expertise, familiarity with individual students' work, and the time and capacity to translate that expertise into actionable comments, all of which are chronically scarce, particularly in large-enrolment courses where educator workloads are high and contact time is limited [5, 6].”

    From Making AI-Generated Feedback Matter: A Large-Scale Study of Feedback Workflows and Student Enactment (2026) · cites this paper as [6]

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Authors
Paris, B.
Affiliations
University of Calgary (CA)
Corresponding author
Paris, Brit
ORCID
Paris, Brit
Venue
Teaching and Learning Inquiry
Publisher
International Society for the Scholarship of Teaching and Learning
Published
2022-01-12
Volume
10
ISSN
  • 2167-4779 (ISSN-L)
  • 2167-4787
DOI
10.20343/teachlearninqu.10.3
OpenAlex
W4205625260
Cited by
33
References
31
Citations by year
2026: 7 · 2025: 15 · 2024: 5 · 2023: 3 · 2022: 3
FWCI
14.01
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching & Learning Inquiry The ISSOTL Journal (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • Killam Trusts
  • Social Sciences and Humanities Research Council of Canada
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
Keywords
effective feedback, teacher perceptions, instructor workload, COVID-19 pandemic, online learning, campus closure, feedback mechanisms

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