The forms of feedback employed in online education are a significant aspect of the instructional design of online subject offerings. At Tabor Adelaide, a private multi-denominational Higher Education and VET education provider, the feedback aspects of this year's online subject offerings were investigated. In this research project the feedback embedded in online subjects was examined on the basis of principled, empirically-based research findings. Based on the best principles of educational feedback derived in a major recent review of formative educational feedback research (Shute, 2008) a set of feedback questions pertinent to online education were generated and used as a basis for examining the feedback embedded in all the semester one online subject offerings at Tabor Adelaide.