## 4 Methodology
### Participants  
Sampling for student and faculty population followed a \"complete target population\" [58] (p. 284). All students of each semester and course section and the entire body of instructors were recruited. This gave the researchers the opportunity to take into consideration the opinions of all students and instructors in relation to the feedback process in the online component of the course. In total, 209 students were invited to participate in the student survey over a period of 12 months, from January to December. A total of 135 students (64.59%) submitted their responses (spring semester, \(N=53\), summer semester, \(N=7\), and fall semester, \(N=75\)). In our study, the participant cohort comprised slightly more females (58.51%) than males (41.49%). Most participants (78.6%) were within the 18-20 age range. Additionally, 89.7% of students had accumulated between 0-30 credits, with an average of 16.68 credits per student, indicating their novice learner status (see Table 2). \begin{table}
\begin{tabular}{l} \hline Construct 1. Help Provided by the Feed-up Elements \\ \hline B1 weekly overviews to understand learning intention of each online week (task level) \\ B2 deadlines to organize study time (task level) \\ B3 reminders of deadlines to submit assignment (task level) \\ B4 model and exemplars for writing task (task level) \\ B5 rubrics for online tasks (task level) \\ B6 questions and ideas to support writing tasks (task and/or process levels) \\ B7 academic writing skills to develop writing tasks (task and/or process levels) \\ B8 techniques to identify misconceptions and common language mistakes (task level) \\ B9 instructions to avoid plagiarism (task level) \\ B10 instructions to organize online work (self-regulatory level) \\ \hline Construct 2. Help provided by instructor feed-back commentaries \\ \hline C1 correct and incorrect paragraph structure (task level) \\ C2 correct and incorrect essay structure (task level) \\ C3 correct and incorrect use of citation (task level) \\ C4 the logic behind ideas in essay writing (process level) \\ C5 the writing process: drafting, revising, and editing (process level) \\ C6 the correct or incorrect use of grammar, vocabulary, and punctuation \\ C7 criteria for success listed in the rubrics (task and/or process level) \\ C8 progress made with the online work (self-regulatory level) \\ C9 progress in relation to the learning goals (self-regulatory level) \\ \hline Construct 3. Help provided by instructor feed-forward commentaries \\ \hline D1 improve the structure of the paragraph (task/process level) \\ D2 improve the essay structure (task and/or process level) \\ D3 improve the organization of ideas in the essay (process level) \\ D4 use prewriting, drafting, revising, and editing process (process level) \\ D5 improve the use of grammar, vocabulary, and punctuation (task and/or process level) \\ D6 further improve writing skills (task/process/self-regulatory level) \\ D7 review rubrics to further improve writing (task and/or process level) \\ D8 use and implement instructor feedback to edit and improve work (process and/or self-regulatory level) \\ D9 make progress in relation to the learning goals (self-regulatory) \\ \hline Construct 4. Feedback practice encouraged in the asynchronous online component of the course and overall satisfaction \\ \hline E1 ask for instructor and peer-feedback (self-regulatory level) \\ E2 self-assess their writing and activities before submission (self-regulatory level) \\ E3 use feedback comments to resubutin an improved version of their writing activities (self-regulatory level) \\ E4 give peer feedback (self-regulatory level) \\ E5 satisfaction with the feedback process in the online asynchronous component of the course \\ \hline \end{tabular}
\end{table} 
Table 1: Summary of the four-construct survey items by types and levels in the asynchronous online component. grammar (D5: faculty = 2.25, students = 1.67), and progress toward learning goals (D9: faculty = 2.12, students = 1.61) more than faculty.