Research about online learning suggests that instructor feedback is essential for student learning, especially when the feedback is personalized, specific, and timely. Feedback enhances instructor presence in online learning and has been shown to positively affect student outcomes. However, even with the technical ability to receive feedback at any time at any location through an array of devices and methods, students still report dissatisfaction with the feedback they receive from their instructors. This dissertation describes a mixed-methods study examining student and instructor perceptions of feedback in asynchronous online learning environments. Students were asked what feedback types were most helpful for their learning from a list consisting of: corrective, affective, motivational, self-regulating, administrative, Socratic, personalized, collective, and future focused. This study examined which digital communication methods instructors used to provide feedback and which of these methods students preferred for receiving feedback. Additionally, the study also examined feedback response time frames that students and instructors perceived as acceptable for receiving feedback for different types of student activities such as papers, projects, discussion board posts, and exams. Findings from this study revealed that students perceived instructor feedback that is personalized, specific, and timely to be the most helpful for their learning, followed by self-regulating feedback and administrative feedback. Students also reported that, in terms of delivery methods, written feedback--such as comments on papers and text--was most helpful for their learning and that audio and video digital communication methods would be complementary additions to written feedback. Instructors reported that the feedback they provide is dependent upon the assignment type and importance of the assignment. Digital communication methods used to deliver feedback were based on the technical skills of the instructor Students strongly indicated that receiving feedback in a timely manner was key to their being able to improve their future work; they also indicated a preference for timely feedback over delayed but elaborate feedback. Students reported that grades measure stages of understanding and they were eager to revise their work based on feedback they received from their instructor when there was still an opportunity to improve their grade. Instructors reported that identifying opportunities for providing feedback to students on their class assignments during course design was a best practice for teaching. Instructors noted that their ability to provide timely feedback was influenced by factors such as class size, types of assignments, and skill levels of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]