From Correction to Connection: Rethinking Feedback to Empower Students

“I feel seen.”

That’s what one student told a GOA teacher after receiving personalized feedback on an assignment. It was a small moment—a voice note, a quick video message—but it stuck. As Semester 1 wrapped up, both students and faculty noticed something: feedback done well didn’t just improve the work. It built trust. It made students feel valued. It helped them grow.

One student reflected, “I think the discussions and replying to one another with feedback was really fun and unique.” Another shared how weekly video messages from their teacher helped keep them engaged. These small, human touches added up, creating a learning environment where feedback became more than correction—it became connection.

Through faculty reflections and end-of-term student surveys, three powerful themes emerged about the role of feedback in student learning: feedback as relationship-building, as a confidence booster, and as student empowerment. Together, they reveal that the best feedback is not a one-way transmission of information. It’s an invitation to grow—both for students and teachers.

“I appreciated getting quick answers and encouragement from my teacher through Pronto.”

Comments like this showed up repeatedly in student surveys. For many, hearing directly from their teacher—whether in a voice message, a quick video, or a personalized note—was about more than getting clarification. It was about knowing someone was paying attention.

GOA faculty echoed this. In Introduction to Legal Thinking, teacher Andrea Gowin found that using Pronto to send quick voice and video messages helped streamline communication and build trust with her students. She described how sharing video updates with embedded links each week made students feel connected and supported, especially when juggling demanding assignments.

Similarly, Daniel Quiros, who teaches Introduction to Branding and Marketing, highlighted how voice messages on Pronto allowed him to offer “quick and actionable feedback” when students were stuck. This helped prevent small challenges from becoming roadblocks.

These practices embody GOA’s core value of Prioritizing Human Connection—placing people and relationships above processes. When feedback is personal and timely, it does more than correct errors; it fosters trust.

Try this: The next time you offer feedback, imagine you’re having a conversation. Could a voice note convey tone better than text? Would a quick check-in message remind a student that you care as much about their well-being as their work?

For some students, feedback becomes a mirror reflecting what they can do, not just what they need to fix. “I liked getting positive feedback on my assignments. It made me feel like I was doing well,” one student shared. That sense of validation—especially in an online environment where it’s easy to feel invisible—can be transformative.

GOA faculty observed this too. In Medical Problem Solving I, Frank Fitzgibbon noted that timely, specific feedback was central to building his students’ confidence. He used weekly Pronto “shoutouts” to highlight exemplary work, making sure students knew their efforts were noticed and celebrated.

Similarly, Jenna Rae Warne, who teaches Introduction to Psychology, wanted to make peer feedback more meaningful. Based on firsthand experience from her graduate program, she knew how unstructured peer comments often led to surface-level responses. To avoid this, Jenna Rae introduced her students to the Connect-Extend-Challenge protocol and set clear expectations for quality feedback. She even shared examples from her own coursework to show what thoughtful engagement can look like. Students responded well to a more structured approach for feedback. Crafting stronger feedback didn’t just help their classmates—it also helped students become deeper thinkers too.

This is the heart of Fostering Resilience—helping students see their efforts and progress, even when work is imperfect. The right kind of feedback doesn’t just highlight mistakes—it shows students that growth is possible. It helps them believe they can get better and gives them the courage to keep trying.

Try this: Start your next round of feedback by naming what’s working. Before suggesting a change, highlight a strength. Ask yourself: What would help this student leave my feedback feeling more confident, not less?

In some classrooms, feedback shifts from being teacher-directed to becoming student-driven. This is where feedback becomes a tool not just for improvement, but for ownership.

A student survey captured it well: “The discussions and replying to one another with feedback was fun and unique.” In Medical Problem Solving I, teacher Aubry Burr reflected that leveraging feedback had been key to building a collaborative community. The course included small-group assignments where students shared observations and worked through medical cases together, helping them use feedback to deepen their clinical reasoning skills and rely on one another.

Similarly, in Health & Fitness, Eddie Meinhold prioritized peer feedback as a community-building tool. He encouraged students to give detailed, personal feedback using clear protocols, helping them develop trust and learn from each other’s perspectives. This intentional structure around feedback empowered students to take ownership of their growth.

This taps into Igniting Passion and Cultivating Curiosity. When students learn to give meaningful feedback, they don’t just improve their classmates’ work—they deepen their own understanding. They become more curious, more reflective, and more engaged.

Try this: Before your next peer feedback session, model what good feedback looks like. Invite students to reflect afterward: What feedback helped you most? How did giving feedback shape your own understanding?

Feedback isn’t just about improving work; it’s about building relationships, confidence, and independence. GOA faculty continue to refine their approaches to feedback, making it not just a tool for assessment but a driver of connection and learning. Whether through voice messages, video reflections, or reframed comments, these strategies empower students to engage with feedback as an opportunity for growth.

As you reflect on your feedback practice, consider: How might your feedback help a student feel seen, capable, and in charge of their learning?

For more, see:

• Redesigning the Global Capstone: How Participatory Design Transforms Learning
  
• Creating Spaces for Dialogue That Matters: World Cafe
• A Real World Value-Based Model for Student Well-Being

This post is part of our Shifts in Practice series, which features educator voices from GOA’s network and seeks to share practical strategies that create shifts in educator practice. Are you an educator interested in submitting an article for potential publication on our Insights blog? If so, please read Contribute Your Voice to Share Shifts in Practice and follow the directions. We look forward to featuring your voice, insights, and ideas.

GOA is a nonprofit learning organization that reimagines learning to empower students and educators worldwide. In partnership with our global network of 150 schools, we provide interactive, relationship-driven courses, expert resources, and innovative thinking that help to expand and elevate academic programs. Together, we help students and educators become open to the extraordinary.

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