https://www.ajpojournals.org/journals/index.php/AJODL <p>American Journal of Online and Distance Learning is an open access journal hosted by AJPO Journals USA LLC. The journal has an International Standard Serial Number (ISSN) of 2957-8027. This journal emphases on online/distance learning which is done by the use of internet in America. This journal’s content comprises of content such as maintenance of proper delivery structures and the courses offered and their design. This journal further discusses the factors that affect the performance of a student and his or her satisfaction. The American Journal of online and distance learning also shows the faculties and their administrative roles. This journal is useful to teachers, researchers, adult learners and those people who are training in cooperates. For its affordable prices, this journal is incomparable. Low journal fees give future researchers an incentive to publish their research work. This journal is also included in Google scientists and other directories. Furthermore, this journal also adds to the existing literature. The review remarks are issued within a period of two weeks after being reviewed by topnotch Online and Distance learning professors who emphasize on the quality of the journal. Therefore, this journal is appropriate for all the Online and distance learning related studies which is then published in both online and printed versions. Its indexed in google scholar, Crossref (DOI), Ebscohost, Research Gate among others.</p> AJPO Journals Limited en-US American Journal of Online and Distance Learning 2957-8027 <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution (CC-BY) 4.0 License</a> that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.</p> https://www.ajpojournals.org/journals/index.php/AJODL/article/view/2014 <p><strong>Purpose:</strong> The aim of the study was to assess the role of instructor feedback frequency and quality in online student satisfaction in Morocco.</p> <p><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.</p> <p><strong>Findings:</strong> The study emphasized that both the frequency and quality of feedback from instructors significantly impact students' satisfaction in online learning environments. Higher frequency of feedback was associated with greater satisfaction among students, indicating the importance of regular engagement and communication between instructors and learners. Additionally, the study highlighted the crucial role of feedback quality, suggesting that constructive and personalized feedback enhances student satisfaction more effectively than generic or minimal feedback.</p> <p><strong>Implications to Theory, Practice and Policy:</strong> Social presence theory, self-determination theory and expectancy-value theory may be used to anchor future studies on assessing the role of instructor feedback frequency and quality in online student satisfaction in Morocco. Provide professional development and training opportunities for instructors to enhance their feedback delivery skills in online courses. Develop guidelines and best practices for feedback provision in online education at the institutional and governmental levels.</p> Faras F.A. Copyright (c) 2024 Faras F.A. http://creativecommons.org/licenses/by/4.0 2024-05-08 2024-05-08 6 2 1 11 10.47672/ajodl.2014