Within the context of digitalizing education in higher education, it is crucial to develop an effective feedback strategy for students participating in hybrid learning courses. This chapter aims to understand how educational technology can support effective feedback, as conceptualized by Hattie and Timperley. Their model can be used as an innovative pedagogical strategy to facilitate effective online formative assessment.

Online formative assessment has the potential to enhance dialog between the teacher and learner, response time, and clarity in learning outcomes. These advantages are closely connected in Hattie and Timperley’s model. The teacher designs and shares the learning outcomes with students, students have time to respond, and learning outcomes fit students’ needs. Moreover, their model promotes self-regulatory processes.

Their conceptual analysis of feedback is particularly useful for those designing and facilitating hybrid courses since it identifies the circumstances that make feedback effective. It may also guide conceptual and empirical work among researchers studying online formative assessment in the hybrid learning context.