Unrooting the illusion of one-size-fits-all feedback in digital learning environments

The increased use of digital learning environment in education—in which reading is considered a means of learning—places greater emphasis on delivering or receiving instructional feedback and subsequent processing and implementation of that feedback. Instructional feedback allows adaptations to (learning) performances. Instructional feedback can be optional (the learner can decide for him-/herself if feedback is necessary and, if so, what type of feedback) or mandatory (the learner has no control over when and which feedback he/she will receive). Optional feedback can be the result of asking for feedback or observing others who receive feedback. The content of the instructional feedback range from verifying results to instructions about strategy use. Delivering instructional feedback—regardless of its content—is better than no feedback. Processing instructional feedback depends on the individual with his/her unique and shared individual characteristics. Besides these individual characteristics, the topic and the context of the task play essential roles. The interplay of these characteristics determines to a large extent how instructional feedback will be received, processed, and implemented with subsequent influence on (learning) performance.