The purpose of this qualitative exploratory single case study was to examine how online undergraduate full-time faculty perceived the influence of their instructional feedback practices on their reflective thinking, and hence, their instructional strategy at a southwestern higher educational institution. The theory that provided the foundation for this study was Vygotsky's learning theory and the Zone of Proximal Development. The research questions focused on connections among faculty feedback practices and reflection, feedback methods, and how feedback informed instruction. The data sources included a faculty questionnaire, classroom feedback and a focus group while the data analysis employed coding, thematic analysis, and triangulation of the data. From the questionnaire, themes emerged derived from questionnaire responses; seven themes demonstrated common paper issues and a second-level analysis of feedback revealed the level of feedback relative to its formative value. Feedback was reviewed according to its delivery method and written and video feedback were disaggregated. The focus group then served to triangulate the data. This study's major outcomes revealed that instructors who gave text feedback provided more critical thinking course-related remarks while instructors who provided video feedback focused more on surface-level issues. Most faculty feedback focused on processes and regulation, prompting scaffolding towards self-regulation, consistent with the study's theoretical foundation. The implications for this study include institutional leadership supporting various feedback methods or training in reflection so that online instructors improve in the formative delivery of feedback. [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.]