This research investigates learner preferences for the format of feedback?when using technology-based instruction (TBI). The primary method of data collection was to provide subjects with a range of options for TBI feedback following responses to multiple-choice questions and then observe their choices. A software tool both presented the feedback options and tracked subsequent interactions. Over a 3-year period, data were collected relating to 2066 postgraduate students studying one or more of three items of TBI. These students responded to a total of 61,929 questions. In addition, a series of semi-structured interviews were conducted which investigated why subjects made their choices and the factors that affect these choices. Recommendations to educators regarding the content, timing and delivery of TBI feedback are suggested.