As the online education environment continues to grow and evolve, a greater understanding of faculty perception of the influence of course design features on providing feedback will inform course design decisions and suggest future improvements in the design and facilitation of online courses. This dissertation explored faculty feedback practices and the impact of course design features on the tools and instructional strategies faculty choose to provide effective and efficient feedback. A qualitative case study was conducted with faculty participants who teach online and also have experience related to curriculum or course design gained through online course development, training, or professional development. Participants were selected who had taught online within the past 12 months at a full or part-time status. This study utilized interviews with open-ended questions, and a review of feedback examples to collect and analyze data on faculty perception of feedback delivery practices. Overall findings point to preferences for a formative assessment design approach, use of elaborative feedback, and feedback to individuals and groups of students. Course design features faculty perceived as influential in a formative assessment approach included scaffolding of assignments to support a framework that provides multiple reinforcement opportunities. This study's findings also provided insight on faculty use of strategies and tools in a course designed with a formative assessment approach to provide effective and efficient feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]