<p>Online learning often requires a higher level of autonomous learning, and it is challenging for most students. Autonomous learning, for instance, refers to students getting to structure their learning process by choosing when to progress between recorded lecture units. Outcome feedback provides students with information on how well they learn. It remains unclear, however, how outcome feedback affects students’ progression in an online course. The present study investigated if the adaption of progression could be supported by providing outcome feedback (i.e., quiz scores) in an online B.Sc. Psychology course. Progression of <i>N</i> = 234 students in total (73.9% female, 22.7% male, 3.4% NA) was investigated utilizing log data from an online learning platform. We assessed how quickly students with higher (derived group by median split <i>n</i> = 106) and lower exam grades (<i>n</i> = 128) progressed to the next lecture unit after having received positive vs. less positive outcome feedback (according to personal standards) for the previous unit. Students who progressed quickly between lecture units after relatively less positive feedback ended up with lower exam grades. Conversely, students who took more time after their less positive as compared to their more positive outcome feedback (higher vs. lower score in percent), achieved higher exam grades. The current research emphasizes that students’ behavioral patterns after receiving feedback depend on the content and individual interpretation of the learner. Many students appear to need guidance on what to do after receiving outcome feedback for scheduling their learning progress. Drawing from outcome feedback, lecturers should support students’ interpretation of feedback by making implications for time investment clear.</p>