Student affect was measured and compared with their overall learning outcome scores. There was a significant difference among the student affect scores (F = 4.52; df = 3, 444; p < 0.01). Among the affect items measured, only Progress Monitoring Information was significantly regressed on overall learning outcome scores (F = 5.45; df = 1, 103; p = 0.02). Active learning during class where students participated using their cell phones, and other wifi capable devices, was regressed on their overall performance (F = 17.4; df = 1, 120; p < 0.01). The Reformed Teaching Observation Protocol (RTOP) was applied in a novel way by allowing students to score their experience, and there was a significant difference in the overall RTOP score between these two instructors' sections (F 1= 23.58; df = 1, 157; p < 0.01). However, student learning outcome performance for these instructors was not significantly different. The RTOP items that measured the degree to which students had control in the course were significantly lower than the other RTOP items measured for instructors A and B, (F = 7.09; df = 24, 2650; p < 0.01) and (F = 5.08; df = 24, 1425; p < 0.01), respectively.