The most common feedback agent are the teachers, since they can explain what is being done (in)correctly. Nevertheless, it is often easy for other learners to stress the strengths of their colleagues’ work and, sometimes, discussions between learners can be more productive than the teacher’s (one-way) explanation to redirect and align their peers’ learning to better attain a learning goal.
Teachers should equate the possibility of distributing the responsibility to provide feedback and include, e.g., peer feedback in the design of learning activities. In some cases, including elements from the surrounding/international community can also be beneficial, i.e., external stakeholders can be invited to provide specialised feedback; thus, bridging academic learning with real contexts.