This chapter proposes a new approach to evaluating course quality by prioritizing the learner's feedback experience. The authors argue that courses may still be ineffective despite having the core components and suggest incorporating technology to enhance the feedback experience.

This chapter describes the ways in which the MVP model relates to recent research on neuroscience and learning, and demonstrates how those relationships may be used to better understand physiological impacts on motivation, and to facilitate improved learning.

This chapter applies John Keller's MVP model and, specifically, adapts the ARCS-V components of that model--defined and described in Chapter 1 of this issue of "New Directions for Teaching and Learning"--as a frame for exploring practical, research-based assessment, and feedback strategies and tools teachers can use to help students…

In this chapter, the focus is on understanding the unique learning motivations shared by contemporary students in Confucian heritage cultures.