Learning in Public: Why Feedback Feels Different Online

As an international student navigating graduate school in the U.S., I’ve grown used to the idea that learning is as much about asking the right questions as it is about finding the right answers. But this week, I’ve been thinking a lot about how online learning platforms, such as discussion boards, blogs, and group wikis, create a different kind of classroom. A classroom where everyone is watching, everything is traceable, and silence can feel louder than it does in person. 

In one of my classes, I remember hesitating for hours before clicking “Post Reply.” I wondered: Will my writing make sense? Am I referencing the reading correctly? What if my English doesn’t sound academic enough? In that moment, I realized how visible I felt. It’s not the same as raising your hand in class; once you post something online, it stays there. It becomes part of your “academic self.” 

What complicates things even more is how feedback is delivered. When it's encouraging and specific, it motivates me to revise and take risks. But vague or generic comments, especially without guidance, make me feel unsure about what’s expected. This tension between visibility and vulnerability is something I don’t think we talk about enough. Especially as international students, we are often dealing with hidden layers: language expectations, cultural differences, and the internalized fear of “not getting it right.” 

Maybe it’s time we rethink how “participation” is assessed. Just showing up to the discussion isn’t the same as feeling like you belong in it.