Akademik Veri Yönetim Sistemi
Asia Pacific Education Review, 2025 (SSCI, Scopus)
This study aims to examine the effects of online feedback on student learning through the meta-analysis method. Using the keywords “distance education”, “digital learning” “online learning”, and “e-learning” in combination with “online feedback”, “automated feedback”, “online peer feedback”, “online teacher feedback” and “online tutor feedback,” relevant studies were collected from databases such as Web of Science, ERIC, Scopus, and Google Scholar. There were 30 studies that met the inclusion criteria, but there were 54 effect-sizes in the data set because some studies included multiple feedback sources and outcome measures. The overall analysis revealed a moderate positive effect of online feedback on student learning (g = 0.929). The findings showed stronger effects on cognitive outcomes (g = 1.238) than affective outcomes (g = 0.275), indicating a statistically significant difference (p = 0.001). Delayed feedback yielded larger effects than immediate feedback for both outcome types, though differences were not statistically significant. No significant difference was found between detailed and generic feedback, although both produced substantial effects on cognitive outcomes (g > 1.0). Contextual factors like group size, major, and educational level showed some moderating effects on cognitive outcomes, though uneven study distribution warrants cautious interpretation. These findings contribute to our understanding of how to optimize feedback practices in online learning environments while demonstrating the importance of feedback characteristics and contextual factors in shaping learning outcomes.