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=Students are provided with feedback which addresses motivation. =

Evidence
Hattie & Timperley (2007) argue that feedback about self-regulation is important and compliments feedback about task and feedback about processing of task. ‘Feedback that attends to self-regulation is powerful to the degree that it leads to further engagement with or investing further effort into the task’ (p. 102). However, feedback at the self or personal level (usually praise) is rarely effective.

Feedback can promote positive experiences during online interaction. If instructors provide prompt feedback, participate in discussions, encourage social interaction and employ collaborative learning strategies (McIsaac et al. 1999).

Resources
Cao’s (2005) model is helpful for understanding approaches to motivating learners: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a8/17.pdf