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Peer facilitation is proposed as a solution to counter limited interaction in asynchronous online discussions. However, there is a lack of empirical research on online peer facilitation. This study identifies, through cross-case comparison of two graduate-level blended courses attended by Asian Pacific students, the actual peer facilitation techniques that could encourage online interaction. Analyses of interviews and online discussion transcripts suggest that techniques such as 'showing appreciation' and 'considering others' viewpoints' encourage online interaction. However, instructors intending to incorporate peer-facilitated online discussions should also consider the influence of factors such as the design of the online discussion activity and learners' cultural background as some participants could consider challenging others' ideas culturally inappropriate and need to be encouraged through techniques such as 'general invitation to contribute'. Facilitators might also re-consider the use of certain traditionally recommended strategies such as directing an online message at specific participants to encourage responses. This study suggests that doing so could sometimes backfire and discourage online contributions.

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Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

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