When learning events and feedback work together recursively in a continuous loop, the learners’ learning is known to be significantly impacted. Thus, it is critical to plan it in advance and inform learners as to when, how and why such feedback will be conveyed. These feedback loops are not the property of the teacher; other agents can intervene, such as learners themselves or external stakeholders.
Prior to teaching, feedback purposes and format should be negotiated with the learners, so that everybody is equally held responsible for “the rules of the trade”. This way both learners and the teacher not only know when to act but also what is expected from them.