| | NOVEMBER - 20219obligations in the form of learning outcomes. What must be remembered is that feedback should refer to learning outcomes, and not points or grades. In other case, students will attempt to collect points or improve their grade without focusing on the real learning goals. Learners, who are expected to repeat and revise their work to align it with course outcomes become more aware of their own learning process, what helps them to personalise and improve it, making it the most effective for their own. And this is a win-win situation for all involved in learning process ­ institutions, trainers, and trainees.The proper use of feedback will also lead to student's success through failures, not only helping them in gaining planned outcomes, but also equipping them with tools necessary in professional life. They will learn not to give up too early, constantly improve their skills and revise their own performance, what results in higher quality of professional as well as everyday life.It seems to be clear that the basics of learning as the process are not limited to gaining particular skills, but they rather answer to the needs of personal growth in the wider context. In other words, no matter what we learn, we develop personally by the process itself. Thus, it is most reasonable to design and teach distance learning courses according to learning theories that come along with the natural ways of learning, and thus were proved most effective (including constructivism and neurocognitive learning theory). The rediscovery of the natural way of learning and its role in distance learning courses needs to be supported by the appropriate teaching and assessment methods. This would require close cooperation between instructional designers and subject matter experts in creating distance learning courses, as well as regular "train the trainer" programs in all teaching institutions. The rediscovery of the natural way of learning and its role in distance learning courses needs to be supported by the appropriate teaching and assessment methodsStefan Nowicki
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