Research concerning instructor feedback suggests that it should move beyond just providing "hopefully useful comments" and towards a higher standard of student-centered feedback that encourages self-regulation. Instructor feedback enhances student academic achievement and can positively affect students' self-regulation, especially important in online asynchronous courses from which face to face feedback is absent. This dissertation describes a qualitative study exploring student perceptions of instructor feedback relevant to self-regulation in several sections of an asynchronous course. Students self-reported the instructor feedback they received on returned work activities and participated in interviews to explore their perceptions in more depth. Students described their perceptions of instructor feedback relevant to their self-regulation and feedback that was not helpful to their self-regulation. Participants also offered insight to student perspectives on automated feedback. From the findings, a conceptual framework of self-regulating feedback was developed and recommended for implementation to improve instructor feedback practices in asynchronous courses. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]