The personal and professional feedback instructors provide impact of their workload. Moore's theory of transactional distance was the theoretical foundation for this study. The purpose of this study to is to examine whether number of students, number of classes, and years of online teaching experience determine what written corrective feedback types (direct and indirect feedback) instructors use. There was a gap in literature concerning number of students, number of classes, and years of online teaching experience among university instructors. The questionnaire along with demographics were distributed to 40 university instructors who were members of an accredited university. The findings determined that one variable or a combination of variables did not determine what written corrective feedback (WCF) type instructors use in relation to workload. The findings may be used by university administration for positive social change in order to better sever faculty and 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.]