The purpose of this qualitative descriptive study was to explore how faculty describe the impact of their verbal and nonverbal communication on the effectiveness of their feedback for students enrolled in online courses. Purposeful sampling was used to recruit 20 faculty participants at a university in the Midwestern US and taught at least four online courses per year. Social presence theory was the theoretical foundation of the study, and the researcher focused explicitly on the construct of immediacy. Participants completed a demographic questionnaire and semi-structured interviews using Zoom videoconferencing. The researcher followed Braun and Clarke's six-step process for inductive thematic analysis and used Delve qualitative analysis software to produce an in-text query of recurrent words, identify codes, and organize codes into themes. Data analysis resulted in nine themes addressing the phenomenon: (1) the role of feedback, (2) social presence, (3) the organization and presentation of the spoken and written (typed) word, (4) emotional and relational verbal cues, (5) chronemics, (6) emotional and relational nonverbal cues, (7) student comments, (8) student improvement, and (9) challenges of evaluating feedback effectiveness. The researcher concluded that faculty understood feedback as a complex, dynamic, emotional, and relational dialogue with students enrolled in online courses. Faculty participants acknowledged challenges with defining and satisfying timely feedback expectations, maximizing and determining feedback uptake, and evaluating the effectiveness of their feedback communication for students enrolled in online courses. [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.]