In higher education, as increasing numbers of students are experiencing online distance learning, which comprises synchronous and asynchronous sessions, the presence of online feedback practices matters more than ever (Commission on Higher Education, 2020).

The focus of the study was to investigate which types of effective feedback practices are present during online synchronous and asynchronous sessions in higher education classes. Through the student perception survey, the presented Feed up, Feedback and Feed forward practices were highly reported to have been observed by the student participants in synchronous sessions, and through observations following the matrix of feedback for learning, this study was only able to partially confirmed the actual occurrence of the observed types and levels, based on the review of live and recorded synchronous sessions.

Aligned with the goal of the presentation which is to present the carefully analyzed results, as well as sending the timely message to the stakeholders in the teaching-learning process that through appropriate integration of technology, meaningful learning, and quality feedback can still happen.