During the COVID-19 pandemic, higher education institutions have been faced with a rapid shift to remote digital learning across courses. The resultant proliferation of online learning in traditional, hybrid, and distance higher education courses has enhanced the possibilities for technology-supported student-centered learning design. The prominence of feedback in student-centered teaching could be argued in two ways: (1) instructed learning is based on interaction and communication in which the teacher provides personalized information to students about their progress and (2) feedback is oriented towards students’ improvements, which in turn guides student engagement. Therefore, feedback addressing students’ personal needs integrates multiple dimensions and profoundly influences learning. In response to J. Borup, R. E. West, and R. Thomas (2015)’s article The Impact of Text Versus Video Communication on Instructor Feedback in Blended Courses we discusses the efforts to prepare higher education for online learning. During the pandemic, teachers rapidly faced requirements for providing feedback to students remotely and performing all teaching roles online. The authors in this section build a strong argument that feedback with a supportive function is essential in a time when students and teacher are working remotely. They argued for personalized learning requiring feedback at different points of the learning process that utilizes a range of feedback functions and forms and, most of all, employs contextualization and a situated approach.

在 COVID-19 大流行期间，高等教育机构面临着向跨课程远程数字学习的快速转变。由此产生的传统、混合和远程高等教育课程中在线学习的激增增强了技术支持的以学生为中心的学习设计的可能性。反馈在以学生为中心的教学中的重要性可以通过两种方式进行论证：（1）指导学习是基于互动和交流，其中教师向学生提供有关他们进步的个性化信息；（2）反馈以学生的改进为导向，进而引导学生参与。因此，针对学生个人需求的反馈整合了多个维度，深刻地影响了学习。回应 J. Borup、RE West 和 R.文本与视频交流对混合课程中教师反馈的影响我们讨论了为在线学习准备高等教育的努力。在大流行期间，教师迅速面临远程向学生提供反馈和在线执行所有教学角色的要求。本节中的作者建立了一个强有力的论点，即在学生和教师远程工作的时候，具有支持功能的反馈是必不可少的。他们主张个性化学习需要在学习过程的不同点提供反馈，利用一系列反馈功能和形式，最重要的是，采用情境化和情境化方法。