The increasing prevalence of asynchronous and hybrid learning environments demands more nuanced frameworks to understand how students engage with instructor feedback. This presentation introduces Tech-Mediated Communication Competence (TMCC), a conceptual model grounded in educational psychology, neuroscience, and communication theory. TMCC outlines four interdependent dimensions essential for interpreting and applying feedback in digital contexts: (1) digital literacy, or the ability to navigate and decode digital platforms; (2) asynchronous communication competence, the capacity to interpret and express meaning effectively in delayed-response settings; (3) sociocultural framing of feedback, which accounts for how learners’ cultural identity and epistemological beliefs shape feedback engagement; and (4) tech-mediated interaction, emphasizing the dynamic use of digital tools to co-construct feedback meaning with instructors. TMCC incorporates insights from affective neuroscience, cognitive load theory, and social presence theory to explore the brain-behavior dynamics of feedback processing. The framework offers a novel lens for investigating digital feedback practices and informs instructional design strategies that support cognitive alignment, emotional regulation, and feedback literacy. This conceptual contribution lays the groundwork for future empirical investigations and invites further scholarly discourse on advancing equitable, feedback-rich online learning ecosystems.

Authors:
Randy Kelley, Grand Canyon University, United States

About the Presenter(s)
Randy E. Kelley is a doctoral candidate at GCU researching student engagement with digital feedback. His current work includes developing new models and theories to improve communication and equity in online and hybrid learning environments.

See this presentation on the full schedule – Sunday Schedule

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