Feedback is one of the most essential factors on learning and achievement, whether in traditional or online classroom setup. For feedback to be said to be effective, it must answer three major questions asked by a teacher and/or by a student: Where am I going? (What are the goals?) How am I going? (What progress is being made toward the goal?) And where to go next? (What activities need to be undertaken to make better progress?) How effectively the answers to these questions serve to reduce the gap is partly dependent on the level at which the feedback operates (Hattie & Timperley, 2007). 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.