Abstract
Being an eclectic instructor becomes a solid pedagogical tool for incorporating PAUSE into online university teaching, learning, and assessment cycles. Following the requests in Chapter 1, this chapter also asks readers to reflect on their own feedback practices and where their own strengths and areas for opportunity exist. Throughout the next few pages, the case is made for why instructors may need to view their feedback practices from an eclectic lens to meet the needs of the online students who sit in virtual seats in their courses.