Funds are hard to come by. A cheaper option would have been nice. 

I like using mindtap/cengage (I have used it for 1 other course before this one) and find it to be very user friendly, easy to understand, and a very organized way to stay on top of assignments.

I didn't personally use the read aloud portion, but I did use the highlight and print portions. 

I enjoyed having a fully online textbook, and the layout of MindTap was easy to understand

Mindtap was a very useful learning tool, but also very expensive. The only downside is the cost. 

no i dont

The textbook was fine. I prefer the physical copy of the book rather than online. 

I am a Full Blooded Native American of the UTE Tribe, from Utah. I have had much trauma in my life. Trying to identify and cope with the generational trauma inflicted on my tribe and family, has left me with many emotions, thoughts and behaviors that have been a struggle for me my whole life. I was hoping to address the past history with a new open mind, I was hoping to find a better history perspective being taught at the college level for the Native People.  I did not find it. What I did find was that history happens and then we learn a new way of life and hopefully how to do better as human beings.

I rented a hard copy text as well as signing up for the electronic version. I only ended up using the electronic version.  I found the mindtap exercises to be very helpful in breaking down the material into chunks.  I appreciated the three opportunities to get an acceptable score and used that feature.  For some reason, I was not nearly as successful on the tests as the other activities which surprised me, but I liked the platform.

Satisfied, it is well written and suits the purpose.

I enjoyed the material it had to offer. $80 can be expensive, or a good deal, depending on a students financial situation.

so so

i love the textbook and how it was easy to understand and it helped you understand the vocab easier.

I personally like physical textbooks as they are easier for me to read than reading off of a screen, which can get straining. I only wish a physical option was available along with MindTap without the extra costs mindtap has for physical copies. That said, only having a digital copy wasn't detrimental to my learning. The book itself could be pretty dense at times.

I thought the textbook was very easy to navigate through. It was fairly simple to read. The only difficult part for me was that the chapter tests weren't as straight forward as the reading.

I feel like the interactivity of MindTap makes it worth the money. I didn't utilize the flashcards/highlighting since I take my own notes, but the glossary was helpful for test reviews and the "read out loud" option was probably the most important part of the program for me, since it made the volume of reading so much easier to listen to and follow along with. I didn't love how some sub-chapters have units A through G, as that much reading in one section can become overwhelming. Aside from the lengthiness, I think the structure works well. 

The overall readability and accessibility of Mindtap was really good. The information however was biased, and problematic. The language used in regards to Native Americans and Black people was not the same as the language used for white people and the entire time I felt like the textbook was trying to make white people feel less guilty. There was a massive downplay in the racist society perpetuated in south, and an emphasis on how not every southerner owned slaves. There also seemed to be a downplay in the deaths of people of color, and an emphasis on any white deaths at the hands of those they colonized and enslaved. This is a big enough issue for me I am hoping to be able to write a much longer email on the issue. 

Overall everything was great and well organized. I feel like I did learn a lot with the readings and a better understanding on history.

I didn't mind using the online textbook at all, I found it very helpful that I was able to get almost immediate feedback on all of my tests and quizzes directly after I did the individual readings, and I like that they were all connected on the same platform. I personally feel like the chapter test didn't necessarily test me on the content I learned about, I felt like I was required to use some of that knowledge and apply it to a totally different point of learning, meaning that I feel like while the test did somewhat connect with the reading, I don't feel like I was being tested on what I learned but rather the new information I had to figure out through reading the documents included in the test. I personally feel that I would have a higher grade in the class if the tests were more questions specifically about the textbook content versus questions about the same time period but pulling answers from other sources (the readings and paintings/pictures in the actual test). I feel like I put in a lot of work this term, and I don't feel very satisfied with my grade being what it's at for the amount of effort I put in on my reading and note-taking, as well as how well I feel that I know the content. 

It worked well for me.

I feel that I was decently satisfied with the information found in the textbook. The quality was also fine, I did enjoy the read out loud feature although it mispronounces non-English names. 

The videos were very helpful, in the fact that they were descriptive and informative. 

I would like it if they either ALWAYS had closed caption, or came with a transcript. It was hard to keep up with what they were saying and to have to go back several times to refer to a certain sentence- it would have been easier to have the video to watch and a transcript to refer to when you miss a word/phrase that is important. It is easier to take notes this way

Sometimes it was unclear what specifically was of  high importance in the clips. I had to watch a few times to take various notes that I thought would be relevant for the quiz. Maybe a weekly quiz would be more effective?

It was all good

Being able to pause and take notes on the videos was a huge help. 

No. 

I loved the Videos!

Sometimes it seemed like the video quiz questions were "gotcha" type questions and rather than addressing big ideas or concepts focused on a specific thing a specific person said or what felt like more of a detail, it was hard to always get the right information in my notes to answer those types of questions.

I personal didn't learn much of anything from the video clips. The structure of those videos is too much like a TV show, (I don't like watching TV lol).

I did not need additional textual or descriptive backgrounds. Being able to rewatch and pause was very helpful. I was able to take notes and understand the connection between the videos and the textbook. After watching the video I did leave with a clear understanding of the reason why it was assigned. 

I saw how the clips fed into the chapter assignments, and I think they did a good job of it.

the information on video clips are vast, too far from what ordinary people can remember for preparing quiz, and the only efficient way to deal with video quiz is to picture all questions and check the points on the video, I feel it a waste of time to do such a quiz. but the video are very good materials to learn and understand about history. 

the clips went by a little to quickly to take some notes. it was easy to understand and to learn from them 

The videos were helpful in breaking up the book material and showing more visual examples. It also helped with understanding material better, as the reading was sometimes not as clear as those speaking in the videos. 

I think the difficult part for me was knowing what to take notes on prior to watching the videos the first time. However, I think it is nice that we are allowed 2 attempts on the video quizzes so, we can go back and find what we missed in the video. 

I would watch the week of videos before doing my chapter reading/ assignments to get an overview of what we would be learning, and that strategy worked well for me. The descriptions were absolutely helpful, since students might not get all the same main points from a 35 minute video as you want them to get. That way, I knew what to pay special attention to. The videos made clear sense when partnered with the reading to create a big picture idea of the concepts. 

While it was easy to understand why the videos were assigned, and they did sometimes offer new information that filled out the gaps of the textbook, it seemed like the tests required near memorization of the videos. I found it hard to take accurate notes on them, while I had no problem taking good notes for the textbook or other classes I took.  Personally as a full time student, part time nanny and mom I didn't have the time or the energy to memorize several videos worth of information each week, which I found frustrating. 

No each information for all clips were clear and helpful. Yes it was very helpful to be able to pause. I took a second to understand the message but got it over time. After watching each clip I feel like I gained more knowledge than what I did beforehand.

I really appreciate having separate video links that include the closed captions. Those were super helpful with my ability to follow what was going on, as well as my note-taking through the videos. Additionally, being able to pause the clips and rewind was helpful in catching any information I may have missed. 

The clips were well assigned, and helpful.

I feel like more background would be helpful for the clips. The main point sometimes came across but to many times I watched a video then came across unexpected quiz questions for that video. It was extremely helpful to be able to pause and go back through the videos. I attempted to take notes on the first set of videos, but after the first quiz I realized that my notes were ultimately useless so I stopped taking them. It is clip dependent for which videos I felt like I understood after watching. 

Deadlines suck. It is the students responsibility to get their own work done. 

I work 12 hours a day at a hospital, often more than full time to pay for my schooling. While I do completely agree this is not the best way to learn and retain information, some people don't have the option to log on every day and do portions of the work and this could make it much more difficult for students whose only school time is the weekend/a day off.

I am a mother of three going back to school so deadlines are important. However, weekends were more feasible for me to study, so having deadlines throughout the week might be more difficult in a situation like mine. For most college-age students, this wouldn't be as big of an issue. 

I think the midweek deadlines would help with retaining what you learn

Midweek deadlines are especially tough for some people who have things like jobs especially during covid where most people work even if they have online classes. 

It can be hard to keep up with school at times. There is a lot going on in my life so knowing when everything is due does make me procrastinate to that date, but it also ensures that when I am being a good student I don't miss anything.

Personally with school and work life balance it would present an obstacle for me. Maybe you could have it generally, but make acceptations to those who have complications. 

I did realize that if I was to spread out the amount of work I did each week for the whole weeks time period then I would test better and not be in such a rush to finish or have to miss any chapter tests as I did.   

I agree that more logins throughout the week would likely improve understanding and interaction with the material, however, I know for myself and others, sometimes, the best I could do was use the weekend and I appreciated having that time, including the Sunday deadline.  I think leaving it as is, requires students to take more responsibility for their learning, but allows students to be more successful than they might be with multiple deadlines or more structure.

Having spaced deadlines takes away the flexibility of an online course. With my work schedule I might take several days or just two to complete the weeks work.

Flexibility is always the best option. Different people study in different ways, a stricter deadline system will just end up with students being unhappy. 

It depends on an individuals situation. Perhaps you could impose stricter deadlines, but give some leeway to students unable to complete them due to work/personal issues/etc.

Sunday deadline is working well for me. 

it would help me become less procrastinate on things but finding the time during the week while working can be hard.

I feel it is the responsibility of the student to complete the work before a deadline. I feel you have given enough opportunity and resources for students to succeed, and an instructor can only do so much if a student is one who puts things off. As you said, for many students midweek deadlines would impose true obstacles. I work on this course every single day of the week before my other classes, and even then, there were some busy weeks where a midweek deadline would have negatively effected me. As someone taking 15 credits, the ability to work through the MindTap reading and tests at my own pace with the due date at the end of the week was very important.

I just think that a lot of students already have a full schedule of other classes and obligations outside of school. Sometimes the weekend is the best time for students to get work done. 

Personally, I work almost full-time while also being a full-time student, so having the ability to time manage myself throughout the week freely makes completing work much more attainable for me. I see the reasoning for mid-week deadlines, but since I work a Monday-Friday job, mid-week deadlines really spread me thin as a student. Encouraging students not to procrastinate by adding in a mid-week deadline would probably just lead to a lot of Tuesday night logins to meet the new deadline, not really fixing the time management issue. 

I know I was one of these students that would work through the chapters on the weekend, and I can say with much emphasis it was not procrastination but simply a lack of time. I had three other classes to get through in the week, as well as work, take care of my disabled partner and take care of myself. During this class I was in my first trimester of my pregnancy which meant I was often struggling through nausea, fatigue and numerous other pregnancy symptoms. It was hard enough to get out of bed sometimes, not to mention complete all of the weekly homework I had. Midweek deadlines would have made it near impossible for me to succeed in the class. In other times in my life I would have been able to give more time and dedication to the class, but I did what I could with the situation this term. Midweek deadlines would make the class less accessible to students who are also working, parents or anything else similar. Two of my other classes had one midweek deadline, which was more stressful than I can even articulate right now.  Sometimes I made the deadline, sometimes despite my best effort I simply could not make it. Part of the draw of online classes is the fact that students can do the work WHEN WE CAN. While the occasional midweek deadline is not a bad idea, having them regularly would limit the accessibility of the class. 

I feel like midweek deadlines would put more pressure and stress on students who have so much going on outside of school. So the end of the week deadline is very helpful.

I liked having everything have one due date because it allowed more flexibility with my schedule. I am a full-time college student (16 credits a term) and I also work full time (40+ hours a week), so I need the option to be flexible with my work in order to sustain my school work and my actual job. I feel like it's on the student to be doing the work, and if they are slacking then it's more on them. I wouldn't add any midweek deadlines because it may prevent a larger group of people from being able to access this class. 

It would be hard for those who are busy during the week like myself. 

I work over full time during the week. Most of the time I have to get everything I can done in the limited amount of time I have. That will usually boil down to watching videos and reading for this class and others if I get a day off, then cramming written (for other classes) and mindtap work after I finish working on the weekends. Having extra mid week deadlines would prevent me from getting the few hours of sleep I get on weekdays. 

Extra credit is a great source of help if needed. 

I appreciated the extra credit that you offered, however it seemed like a lot of work for possibly (?) very little pay off. In the past when I have been offered extra credit opportunities there is a number of points available and depending on your quality of work you can get all or some points towards extra credit; as opposed to the "all or none" kind offered in this course. Of course it's extra and not required of you to offer it, but I think for a lot of us extra credit isn't something worth committing hours and hours of work towards just for a few extra points. The extra credit assignments offered in this course seemed very heavy, and even daunting. The guidelines seemed extremely rigid and I know at least for me I thought "man, that is a lot of work and extra time just to possibly not get a single point for it".

N/A- no opinion either way

I had a lot on my plate with other classes, and my grade was high enough, so I simply didn't bother with the extra credit

I thought your extra credit options were very useful.

A cool project that can go into detail about something in the class. 

I enjoyed the papers. I didn't like the movie one. I found that more time consuming than the second, and think that you should stick to articles or specific written material. 

I did not complete any of the extra credit, if I had it would have been helpful to my overall grade.  For me it felt like one more thing competing for my time.  I wish I could devote more time to school, but at this point I am not able to, and attempting the extra credit was something I did not make time for.  In the future I might.  It had nothing to do with the type of extra credit activity.  Last term I did an optional extra assignment in Health class because I had the time to do it.

I almost never do extra credit assignments as I am very busy with life. 

I didn't mind the extra credit assignment, so it's hard to say what can be made better or worse about it.

the exact credit is preferred but the assignment is very challengeable to finish in a satisfied standard, considering the time devoted on the exact credit, it might be wiser to devote the limit time to other courses. 

just write a review on a historic topic that you like 

I feel like I've done well enough in this class to not need the extra credit, but it was something I probably would've done if I didn't have so many other classes to worry about.

For me, I just never had the extra time to get a large assignment like that done on top of the other workload given. It is a big assignment and I think it was just too time consuming to get done on top of everything else with the week. 

I would have liked to do the extra credit if the workload of this class (for video quizzes specifically) was more spread out. Having extra credit work due when we also have weeks worth of video quiz content to worry about, plus a midterm or final, on top of our regular weekly content load, was not a great option for me personally. Maybe offering 3 extra credit chances that are smaller boosts toward grades (and therefore a smaller undertaking for students to complete) would make the options a bit more realistic for students. 

While I would have liked to be able to take advantage of the extra credit opportunities I simply did not have the time to put in the work required for them. But that is simply an issue of my life at the moment, and not a reflection of the assignments. 

In my opinion the extra credit work was helpful, I just feel like people just couldn’t make time for it

I feel like the EC was a lot to do on top of the workload we already have in this class. If I wasn't taking another 12 credits outside of this class I would have been more likely to attempt the EC, however, I am so busy that doing the EC, and doing it well isn't much of an option when it requires that much. I understand needing to earn the EC, and I agree with that in every way shape, and form, but maybe implementing smaller opportunities that are worth fewer points, like watching an extra video and writing a short summary on it, or giving a few extra points on a test if we answer extra questions that are worth EC points. Little things like that would make the EC opportunities much more appealing and I think students would benefit more from that than having to try and fit in the larger opportunity, like you currently have, and not doing as well because they have too much on their plate already. 

I didn't participate in the extra credit opportunity because I was doin well in the class, and needed to prioritize the classwork over the extra credit.

I felt like the extra credit was to big of a project for me to undertake along with everything else I am doing. Smaller assignments worth less would be what I would have preferred. 

no comment. 

This worked well for me, I thought it was very clean and organized and easy to follow.

N/A- no opinion either way

I really liked the overall layout of this class

The course organization once you figure out how to use mind tap is very good and easy. 

I thought it worked well.

This made viewing the weeks videos much easier and organized.

The system you set up was user friendly, easy to understand and navigate.

No complaints

I really enjoyed the google calendar it really helps me plan around life and other school courses. I didn't mind the auto-linking and google docs. 

I like the folder layout, because it makes assignments/announcments easy to access.

good

it helped me see what was due each week without really looking for it

This is the first time Ive had an instructor use the calendar function to subscribe to. it was helpful, as i didnt need to worry about forgetting when a deadline was if i forgot to write it down or put it in my calendar myself

I thought this system worked well. It seemed very organized and was always easy to know what was expected for the week. 

You're the only instructor that I've had that uses Google calendar. I think this idea is an awesome way to organize students, but unless students use the calendar app on their own accord too, it's not incredibly useful to have one class with notifications that come separately from everything else. The auto-linking for content always worked for me, and made it easy to go back and forth between resources. I really think more instructors should utilize Google calendar, since Lane already provides gmail accounts, because the idea is great, the ability to use it is there, the problem is just that it's not a widely-used tool throughout the college, and because of that, it doesn't streamline as well. 

The course organization worked adequately for me. 

The calendar actually helped a lot for me and kept me on track to make sure I actually got the work done in case I forgot to do it.

It worked very well for me and I appreciated that it was so organized, I found it very helpful that everything was consistent. 

It all worked well for me, and I had not experienced something like it before.

The way you have it set up worked very well for me. 

#1

I don't know of any, but maybe something that more clearly summarizes the most important information. I know history is an information heavy class by nature, but there are so many dates/names/small events to get lost in, I think a summarized "hey this is what is the most important" video or doc would have been helpful

no

Nope

I don't really have any other useful apps. 

Discord could be useful 

no.

No

No

I'm a physical book kinda gal so naturally opposed to more tech.

Not that I can think of.

kahoot 

nope

Other classes in the past had forums where students could post to and ask each other and/or the teacher questions. Other than that, I think this course had many helpful tools. 

I unfortunately haven't heard of any cool new learning tools that may be helpful. I've had previous teachers find related articles on National Geographic or Nature magazines that were more interactive and provided insight to our content, but I would bet those topical journals are hard to find when it comes to engaging history. Adding in some supplemental articles and such could be helpful for building background context. 

None that I can think of. 

I haven’t really heard of any other things for that type of situation because I’m used to using the same thing  for other classes.I

Nothing that I can think of. 

Not that I can think of.

None that I know of. 

Nothing much, the course was great. Thanks!

Maybe more interactive work, possibly with other students? it is hard to study with other people right now and hard to meet classmates via online format,  but maybe forums or something to interact with classmates? otherwise, this was a great class and thank you

none

I feel as though the two attempts for the video quizzes are too generous since it is the same questions both times. You should create two different ones that way you cant just flunk one, but copy all the questions so you can get 100% the second time

I would suggest either finding a new type of mindtap website or finding a way to put the course information in moodle, because some people can't afford it, plus even if a book is expensive you can still find a used one for less money. 

I do not have any other suggestions

None that come to mind.

On a scale from 1-10, 10 being the most, best or optimal. Rate the learning experience I had during and from this course? (8)

I don't have any suggestions.

Whether I like the color purple or black better?

Haha it was good.

I do not have any additional suggestions 

Nothing immediately comes to mind.

there are too many quiz in this course, the homework quiz, video quiz and midterm final term quiz (which had no clue to prepare, the study list basically means to review whole book.....), this course is worthy far more about 4 credits considered the time devoted into compared with other course at LCC online class.

to have subtitle in the video and make  the video quizzes no time 

Exam Times should be a specific date or span of 2 days where students can choose when to start, and have 90 minutes to complete once started. Being restricted to Sunday at 8pm  seems bizarre to me. I have classes that interfere with the Monday time so that was my only option. The weekend time didn't bother me as much as the time being so late. I would've even preferred to take it Sunday morning rather than evening. I don't see how having a 2 hour time period to start the test rather than a whole day prevents cheating, as there would still be a 90 minute limit either way. There would just be more freedom of when to start your 90 minutes. I feel like a big reason people choose a fully online course is the freedom to take things at your own pace, and the specific 2 hour time slots seem to get in the way of that. If this was a class that met together at regular times, then it would be a different story. 

My only recommendation is to make the video quizzes regularly every 2 weeks so that quizzes don't pile up with 3 weeks worth of content. 

I just want to note that only reason I would not recommend this course is because of the textbook.  Everything else was well organized and easy to use. 

I feel as if those online sources are actually very easy and accessible for all students to get work done.

One recommendation I have is to make the video quizzes available earlier in the week. I like to watch the videos early on and take notes on them because it helps me better understand the content I will be reading, almost like a preview, and increases my connection and understanding about the content of that week. While I know we only did about three or four video quizzes and combined the weeks of videos, instead of opening the video quiz on a Wednesday or Thursday, I think opening it on Monday with the rest of the work would be helpful in students having adequate time to take the test, review what they got wrong, and then complete the retake. 

Nothing. I think the class was great.