Despite that fact that the demand for asynchronous learning is booming, the literature on distance learning facilitation skills is lacking (Sherry, 1996). This study supports the premise that the use of paraphrasing strategies impacts learners in an asynchronous environment. The research question has been narrowed to inspect the particular feedback strategy of paraphrase: How does the facilitator's use of the paraphrasing feedback strategy impact the self-perceived learning of adults in an asynchronous professional learning community? A participatory action research model was used to collect data regarding the impact of course effectiveness, usefulness, and attractiveness in an asynchronous learning community environment. Researcher-developed survey statements ranking the self-perception of the impact of facilitation strategies were used to collect data from a convenience sample of 72 South Dakota educators and follow-up interviews of 10 survey respondents provided specific examples of incidents of feedback. The participatory researcher also analyzed incidents of feedback in asynchronous threaded discussions and the principal researcher's journal to determine how change over time impacted the study. The study results confirmed that participants view feedback via paraphrasing as positively impacting the effectiveness, attractiveness, and usefulness of asynchronous learning communities. Over 60% of study participants indicated that seeing their own thoughts paraphrased helped them understand their own thoughts, articulate more detail of their thoughts, clarify values, and broaden professional actions. [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.]