At work, I am involved in a pilot e-learning course organized by Banfield's Professional Medical English and its partners. These two organizations deal with the teaching of Medical English to non-English speaking doctors and nurses throughout the world. Apart from autonomous learning based on the Learning Management Platform, learners take part in online group classes with a tutor. The main objective of such classes to consolidate the learnt material, address issues if there are any, and give feedback. The aim to identify and understand reflective thinking and knowledge production through a peer review is part of the online classes with a tutor. The feedback process is guided by the tutor to achieve the following objectives of the class: 1) How effectively provide peer feedback which will be useful for further autonomous learning and development? 2) What are participants' expectations and perceptions regarding their learning experience? 3) How do learners experience the process of providing feedback and receiving feedback?

Results show that participants enjoy the experience of giving peer review; they appreciate the experience of providing feedback through recursive feedback to each other (since online classes have 2-5 students, it is efficient), tutor feedback which is usually followed at the end of the class as conclusive feedback is part of the recursive feedback. The latter is recognized to be helpful too. Peer reviews help learners to prepare their own case studies for the upcoming feedback and that way to hone and improve their results. Recursive feedback gives a great source of motivation and enthusiasm for change, i.e for improvement or update of the knowledge and skills which are thought to be raw or unfinished.

Recursive feedback also saves time for the tutor during the online class and gives him/her time to assess how well students have learnt the topic and can render assistance to peers with comments and feedback. In case a tutor can involve at any time to support everyone.

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