This study's fundamental research question was: What type of post-text feedback would decrease student feelings of isolation in the distance learning (DL) environment? Budiman, in 2018, suggested that the feelings of isolation in DL tend to increase dropout rates, a current educational challenge many universities face. The paper shares the findings of a comprehensive study performed at the university level that will help build research-based practices and develop a better understanding of this educational challenge. Evidence supports the notion that no feedback is more egregious to students than negative feedback, timely positive feedback can be helpful, and individual student characteristics play a role. The researchers studied characteristics such as gender, ethnicity, communication styles, time management skills, study skills, student motivation, and planning to determine their influence on feelings of isolation. Such findings can contribute to a better understanding of the best practice in providing feedback to distance learners and create strategies that support research-based instruction to advance teaching and learning.