The study examines the perception of the feedback process in an asynchronous online component of a blended learning course in Higher Education. The feedback process is designed with three types of feedback: ‘up’, ‘back’, and ‘forward’, categorized into task, process, and self-regulatory levels, and aligned with learners’ mastery stages for effectiveness. The study focuses on the integration of feedback design to enhance student engagement and use of feedback. The course design is evaluated against Specific Review Standards from the Quality Matters Higher Education Rubric to ensure alignment with online educational quality standards. Surveys with 185 students and 10 faculty members were conducted to understand the perceptions of the feedback matrix in the online setting. The results confirm positive perceptions with some areas of consensus and some points of differentiation between faculty and students in relation to feed-up, feed-back, and feed-forward. The findings suggest the effective integration of the feedback process into the blended course design and suggest its potential applicability in other disciplines.