Rate how each of the following was a positive or negative part of this course for you.

Did you use your computer, tablet, or smartphone to electronically subscribe to the Google calendar that was made specifically for this class, which included all important class dates, such as quiz deadlines, forum start and stop deadlines, initial post and final reply deadlines, and exams?

NOTE: I am talking about officially subscribing to the Google calendar, which provides you with automatic updates and reminders.  This is not the same as just clicking the calendar link in Moodle, which you have to actively and repetitively do on your own initiative.

Over what kind of internet access did you regularly interact with this Moodle/MindTap class?

When you accessed Moodle/MindTap for this class, from where did you do it most often?

Did you regularly and reliably get email to your @my.lanecc.edu email address from Moodle when the instructor made announcements?

Did you use Moodle messaging to contact the instructor during the term?

Because you were required to watch some online videos, if you were to advise future students taking this class, how important would you say it is to have HIGH SPEED internet access where they live and study?

On average how many times a week did you login to your course?

Including this 4 credit course, how many total course credits did you take at LCC this term?

Rate the following:

Rate the following:

Consider the relevance of this class to your degree program and/or life in general, overall quality of product and delivery, value for your tuition dollar, etc. Use N/A if you have not taken any other courses at LCC or elsewhere.

Students were required to use the Cengage MindTap platform.  It allowed students to work at their own pace.  Being an online class, most required materials were included in MindTap, including the textbook.  MindTap had its own gradebook, which we did not use, but it certainly provided students with immediate feedback.  All together, the MindTap activities counted for a very substantial portion (50%) of your overall grade in the class.

Please rate the following:

I want your overall view of the readability and value of the WRITTEN chapters in the textbook.  How do you respond to this statement?

Rate how each of the following was a positive or negative part of this course for you.

I am fully aware of the high cost of textbooks.  On the other hand, a good quality product is worth paying for.

I plan to require my future online students to purchase and use MindTap.  Please use this space to provide me with any relevant feedback on your MindTap experience, including positives and negatives, general or specific.  I'd appreciate your honesty.

How satisfied were you with the quality/readability of the textbook?  How satisfied were you with the included information? (too much detail, not enough coverage, etc.?)

Other areas of feedback could include ease of use (online), value for the $87 Inclusive Access price you paid, whether you liked reading a fully online textbook, how you were able to highlight the text and/or take notes, readability, whether or not you used the "read it out loud to me" option, or any other included feature (flashcards?).

Do you have anything else to say about the textbook? (its positives, negatives, biases, organization, layout, length, etc?)

Each week I witnessed a number of students who would login to Moodle/MindTap on the weekend only and complete all of the exercises and the chapter test in a single day.  In my professional opinion, this is a poor way to study history chapters, which should be accessed throughout the week.  One idea I can implement to enforce this preferred policy would be to include several due dates (for the Check Your Understanding activities) throughout the week.  I could require Tuesday, Thursday deadlines, or may be just Wednesday deadlines, saving the Sunday deadlines for the Chapter Tests.

How do you initially rate this proposal?

For some students, more deadlines would force them to participate more during the week and procrastinate less.  For others, due to family, work, or other obligations, midweek deadlines might impose true obstacles.  Please use this space to explain your support or opposition to the proposal to add midweek deadlines to this course.

In the past, when I did not offer extra credit, students frequently asked about extra credit opportunities.  Other times, when I did offer extra credit opportunities, very few students decided to complete this work.  Please share your thoughts with me about ANY aspect of the concept of extra credit.  

• Which of your other classes have offered extra credit opportunities?
• What kind of extra credit assignments have you done?  Papers, book reviews, movie reviews?
• How many extra credit assignments were there?  One?  Two?  More?
• How much did those extra credit assignments count?  Did they replace a missed assignment?  Did they improve an exam score?  By how much?  10% (a letter grade)?  More?  Less?

I am interested in your input on the use of Zoom in other ways.  As I see it, there is a wide range of uses for this tool, from no use, to minimal, to occasional, to frequent, AND from optional to required.

LOW USE - For years, I have used Zoom as a way for my online students to meet online for virtual office hours, instead of having to come to my office on campus.  I continued offering that option and have enjoyed the conversations with students who utilized the opportunity.

MEDIUM USE - I have spoken to some of my social science department colleagues at Lane who have used Zoom more frequently, at least once a week, for optional gatherings of students to meet and discuss the subject matter.

HIGH USE - On the far end of the Zoom spectrum, I have also spoken with some of my former students who were either still at LCC or had moved on to the University of Oregon and Oregon State University.  As you might recall, classes, especially during COVID, had mandatory Zoom meetings, two to three times each week, on specific (but regular) days and times throughout the entire term.  

The use of Zoom can still be an option for many courses, including fully online courses such as this one.  Considering this course, which of the following scenarios would you most likely prefer?

You can use this space to explain your answer in a bit more detail than the choices listed above.  If you did have a class where an instructor used Zoom in a way other than I did, feel free to share how that either worked or did not work for you.  In short, provide any Zoom-related information here that might help me to determine how to better use it to serve future students.

Do you have or regularly use any of the following?

Is there any other type of  smartphone app or web-based tool or service that you know of or have used in another class (OTHER than the shared Google Doc we used for the midterm and final study lists) that:

Proctored testing for online classes has undergone changes in the last several years. Before COVID-19 in 2020, most online students were required to complete their midterm and final exams on campus, in a proctored testing environment (in the Instructional Technology Services testing lab in CEN311).   When the lab was closed, by necessity during the COVID-19 shutdown, every test became a "take at home" test.

The lab and campus have been reopened and some courses have transitioned back to the proctored testing environment of the ITS lab for major exams such as midterms and finals.  Data indicates that well over 95% of students taking online classes at LCC live within Lane County.  Even the small minority who live outside of the area have always been able to arrange for an approved test proctor at an educational institution closest to them, including the LCC Cottage Grove and Florence satellite campuses.  

What response best describes your reaction to an online class with an in-person testing requirement?

Since LCC reopened in 2022 after the COVID-19 shutdown, student enrollments for face-to-face courses has lagged well behind enrollments for online classes.  Instead of taking an in-person class, you chose to take this fully online class.

I'm interested in your honest feedback, and some questions to consider are:

• Do you consider online classes to be "just as good" as classroom-based courses?
• Is the social element of speaking with people in person necessary or helpful when engaging in college classes?
• Would you consider enrolling in any classroom-based courses at LCC?
• What preferences do you have if you were to enroll in a MWF, TuTh, or one-day-a week classroom courses, such as days and times they are offered?

Please share ANYTHING else that you consider important or ANY insights you have gained from your online educational experience this term.  Decision-makers at LCC would like to hear from students as they determine "what kind of educational institution LCC should be" moving forward. 

LCC has been encouraging instructors to adopt Open Educational Resources (OER) as a way to help students by reducing or eventually eliminating the need for costly textbooks. Basically, "free" materials found on the web would be used as a replacement.

While this sounds like a great idea on the surface, it would involve many changes in the way instructors and students interact with class materials.  Keep these in mind as you think about this topic.  Would web links, to online-only materials, be a sufficient replacement for your textbooks?

I can think of at least two very substantial changes that would have to happen immediately.

#1 Materials would come from any number of websites and sources. This would necessitate incredible organization on the part of the instructor and student: keeping reading links in order, which specific pages of that multipage website are required reading, hoping that the links don't become "dead" links. Also, just because an instructor could add a new link at any time, some students may not "get the message" about the new required materials in a timely fashion. In short, think of a textbook with potentially "disappearing" pages and magically reappearing "new" pages.  

#2 You would have to do ALL of your reading online.  (Yes, I am aware that most of you did this with the MindTap textbook version this term.)  Of course, some students may choose to print out the materials, but think of printing out your current textbooks, either a few chapters at a time or everything that is needed for the term.  Do you have a printer?  Does the replacement of a textbook that results in the printing of volumes of paper cause more problems than it solves?  Do you like to read online, whether it be on computer screen, or Kindle/iPad, or even a smart phone? Do you have access to (money for) these devices? Does this affect how you would take notes (written/typed/highlighted) on the materials?

These are some of my thoughts, but the question to you is simple. What can you tell me about your own readiness or willingness to buy or not to buy textbooks and save money (or not), surf many different websites (or not), read online (or not), print webpages (or not) for a history class such as this one?  Have you ever taken a class that used only free, online materials?  How did that work?  How might it work for this specific history class?

Would you recommend this online course, as you experienced it this term, to other students?

What question or questions did I forget to ask you in this survey?

and/or

What recommendations (other than the "mechanical" Moodle/MindTap/Google Docs things I asked above) would you suggest in order to improve this online course?