Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects whe re assessments are designed based on specific activities which are the same for all students, and where the assessment is performed by the instructor, not by a peer. Additionally, in introductory or basically procedural courses, there is often a need for instructor feedback, as opposed to peer‑feedback, as it demands high quality feedback both in the content and in the process in order not to mislead students. Therefore personalized feedback provided by instructor is an academic demand in the current educ ational models that have positioned the student at the center of the learning process. However in the present context of high student‑staff ratio, it is not easy to extend the use of individual comments delivered by instructors among the academic community.