The textbook was great but some chapters were longer/shorter than others which made some weeks of the course take longer for me to study. I was not able to take notes through the Evernote feature on MindTap but I found the highlighting, flashcards, and glossary features helpful.

I did not pay for the textbook, I purchased it through financial aid titan store funds. The option of not paying for the book if you receive financial aid is worth mentioning to future students, in my opinion.

The online textbook feature had bugs that prevented the text highlight feature from being very accessible. The textbook was readable, but some of the MindTap Visual Literacy questions were worded strangely.

I really struggled with having consistent internet and felt like that was the hardest part for me in this class.

Companies like Cengage are predatory and make learning more burdensome for students. They make large profits from charging exorbant amounts of money for incredibly restrictive access to the material. Personally, I would like to use a system where I am able to get more feedback for wrong answers or where there is more room for discussion in our understanding of the material.

negative thing about the textbook is it does not allow you to take notes unless you add some other kind of extension which opens up another window to make an account with this other thing. also the textbook did not offer too much detail about certain topics in regards it did not go much into say where exactly the mason Dixon line is.

nothing else

I liked the way the chapters were broken into sections, which made it easy to do a little bit at a time.

I did not like the discrepancy between the questions asked in the mindtap quizzes and what we were tested on in the midterm and final exams. If these could be closer to the same content/material, that would be helpful. I felt that I could read and understand the textbook chapter quite well, and then miss questions on the final chapter quiz due to obscure facts, and strange misleading wording of questions. I appreciated the video quizzes for this reason, as it seemed that the questions were relevant and highlighted the most important material from the videos. 

It was one of the most organized online programs I've used in school. Hats off to Escobar!

Overall the mind tap was okay. 

it was good. The cost to rent the book was a little much though.

The textbook was alright. Sometimes it felt as though it would never end and it kept dragging on. 

I think mind tap was overall a solid website to use but the book was sort of useless and I wouldn’t consider it worth $92.

I wish I had been able to use my pell grant funds to purchase the textbook.  It was a burden to have to pay out of pocket.

However, you should make it ABUNDANTLY CLEAR (maybe to the Titan Store...) that you have to purchase that specific course and not just the book PRIOR TO THE TERM STARTING. I am an extremely organized student that tries to be ahead of the game, so when I signed up for this class I signed up for notifications from the Titan Store to e-mail me when the required texts are available. I purchased the book on Cengage as soon as I was notified which text I needed (before Christmas) and spent $60 (approximately) on it. Then was told that I had to additionally  purchase the $92 course... a week before the term began. I feel like (I know this is not the instructors fault) there should be a way to purchase the book and the course separately, so that if one already owns the book they can purchase the course for a lower price. That way an over ambitious student that is trying to be ahead of the game doesn't have to be punished (in the form of paying too much money) for taking initiative and being on top purchasing of their educational materials. That rubbed me the wrong way, seemed like it was rewarding procrastination.

It is helpful and well organized.

Mind Tap required more bandwidth than watching the videos. It made it difficult to use my home internet as I live outside of the city limits of Eugene. I was able to overcome it, but a more busy student may not have been able to.

I liked using MindTap and reading with checks in between to make sure I actually understood what I was reading. The chapter tests were hard sometimes, I didn't really like a lot of the drop-down menu questions. I like how the textbook is organized into sections, it makes it easier to read and write notes on. I tried to make flashcards, but I preferred to write down each "check your understanding" and questions for the chapter tests to help me study the big picture. I think having the book online can be easier and harder, the way it's laid out is so easy to access and use, but at the same time, the website does maintenance and it can be at bad times. I think that for an online history course, this textbook was perfect. Students definitely need to know to be prepared before they enter the first week, though. I think a lot of people, including me, get discouraged to take notes in an online class because it's all accessible on your laptop or whatever you use. Future students in this class need to know that notes are very necessary unless you have an amazing memory.

I honestly did not watch most of the videos in entirety, I had very poor time management this whole term and have a short attention span at home. I think those with better time management, traditional in-person, or hybrid students would find these videos more useful. The videos I did watch I found to be very insightful, and was able to understand what was being presented and took notes.

For the video clips, sometimes it was difficult to know what would be covered in the quizzes. Notes would cover pages, but small details would be missed. Details the quiz found important did not usually match the pages of notes taken. Not very consistent in knowing if I needed to know themes vs names and dates or random details.

Please make sure there are subtitles, past classes I have taken there were none and I couldn't understand what was being said.

I really liked the videos overall. 

it was helpful being able to pause and rewatch the online clips and had subtitles however it was a bit difficult to take notes while watching the clips because while the speaker is talking he or she is saying so much stuff that some of the information you try to process while writing the information down but then when you have to take a quiz you reevaluate you notes and realize that this was not important and it makes you wonder which part of this should be dissected into notes that will be useful on the quiz or exam.

no other feedback

I really appreciated the videos, and was able to take notes that helped me to do well on the quizzes. I would also pause the videos often to take sufficient notes. I also appreciated being able to take the quiz a second time in order to do better. It was helpful to have a visual component and further explanation of what was happening in the chapters. I gained a good amount as an auditory learner, from listening to the explanations in the videos, which helped me to do well in the midterms and finals. 

Very Clear, I actually learned better online than I did when I took the class last term.

There's a lot of videos along with work to do for this class. It's pretty difficult to have 2 other classes and work full time. There is too much of a work load in this class. 

i thought the videos helped alot.

The videos were my favorite part of this class. I felt like I learned more from the videos than the textbook. Video questions were a little too specific though, I cannot memorize every sentence they say. 

Not really 

none 

CAPTIONS ON ALL OF THEM.

I am deaf in one ear and can't listen to a video and take notes without captions--especially if I am to be tested on the minutia of specific words and phrases within these videos. 

The weeks 1-5 videos did not always have an option for alternative links with captions.

The Kaltura site didn't work every time (more so in weeks 1-5).

And occasionally the library website did not have the video available. And a few times there were videos that you had personally edited, but the captioned version on the library site would only have the entire documentary available and I had to either watch it in its entirety, click back and forth to find the parts that you wanted us to watch, OR just suffer through not hearing clearly and just pause and rewind A LOT.

So maybe just CHECK each video and keep it in mind that some of us can't hear well.

That being said, I learned so very much from these videos and I truly appreciated the attention to detail in selecting and editing worthwhile videos that were applicable to the chapter we were reading. These videos were invaluable to my understanding of the chapter, as I am a very visual learner. I love documentaries but I didn't want to try and find my own and fill my brain with too much information that would confuse me for the tests. I would read, do the assignments, and then get to see the chapter played out in documentaries and videos without watching hours of documentaries that didn't apply to the chapter. Then I would do the chapter test.

No.

I found the video clips helpful and particularly those with attached transcripts.

I noticed that the video quizzes sometimes include every video, but sometimes they don't. For example, the Weeks 8-10 Video Quiz did not include week 10 at all for the videos. It takes me a long time to make notes on these videos, and I will admit that I opted out of taking notes for some of them, but it cost me tremendously because I failed one of the quizzes. I just think that each video should have those closed captioning options from the LCC Library because it can make the note taking easier, especially if there is an important name that may be hard to spell. I did so much better on the last quiz because I took notes on every name, every detail almost because I don't know what will be in the quiz until I click on it. Of course it may be better to take it twice, but I didn't have time to. Maybe just include study guides for each quiz so future student know what to look out for and take notes on? 

I spent around 15-30 minutes on each exercise, so I doubt it would be an obstacle for many people. With that being said, perhaps those with other obligations could be given extensions. Overall, I think it is hard to get students to participate in an online course without using due dates. I am definitely one of the people who waited until the end of the week to get work done and I had several day gaps in between completing the assignments or studying. I can see how using midweek deadlines would be useful and I think it would be useful to most online students.

I'm initially supportive of the idea to break up MindTap due dates, first half of exercises due on Wednesday as a mid-week reminder for student, then Saturday for the rest of the exercises, and Sunday for the test. Having the exercises and test due on the same day leads to a natural procrastination, but as a working student, too many weekday deadlines are stressful. 

I work 3 different jobs Monday through Sunday, having multiple deadlines would be very hard for me to complete. 

I often work more than 40 hours a week and sometimes my schedule changes from week to week. Sundays are usually a safe day to sit and do all of my work. While I did enjoy this course and the material, I think it is important for professors to realize that for many students, the priority is the grade, especially in lower level classes.  

I have a neutral position on the subject

I would be understanding of students who may have full time work and/or family responsibilities during the week and only able to do the work on the weekends. I have had other classes this term that had wed/sun deadlines, and I would support that as an option, if it was done with the intention to help students succeed, not to micromanage their studying habits. 

I definitely would have been better off spreading my work load throughout the week, however due to my job I only had so much time during the week to complete activities.

I think deadlines throughout the week for the mindtap work would be great and keep Sundays for chapter tests. I also think that if you have video quizzes for the week, there should be 1 quiz for each video. I feel like having a bunch of videos to have us watch within two weeks and then do 1 video quiz on all of the videos is setting us up for failure, especially when there's a lot going on in everyone's lives these days. People also learn and retain information differently and I personally struggled with this long video quiz even after I watched all of the videos and took good notes. A 26 minute video took me over an hour and 15 minutes to watch because of all the video notes I was taking. I got F's for 2 quizzes and a C's for the other 2. I was not proud of this. 

i thought the dead line were great, it was nice that i could do the work during the week when i had time. the deadlines were perfect. thank you for that.

I wouldn't change the deadline because it works best with students who work. Sometimes I only have 1 or 2 days to do all my homework with other commitments. 

I don’t think it matters much, but seeing as it is a college course and with that should come more flexibility on when you turn things in even if it’s last minute. I would keep it to have the same solid deadlines and if people turn it in they do and if they don’t they don’t. I wouldn’t add more unnecessary dates that people have to keep up with as this probably isn’t their only class.

I liked having the option to complete it at my own timeline.  Like many community college students, I work full time, am a mom to young children, and have a lot of other obligations vying for my time.  

I agree that completing a whole chapter in one day is a poor learning technique. I took this class at the same time as an in person Psychology class and a (homework intensive) Writing class on Mondays and Wednesdays. I tried hard to space it out throughout the week but sometimes I would have a ten-page paper that I knew I would need to edit over the weekend (I only had Thursday and Sunday off from work/school this term) so I would have to complete a whole chapter in between classes or all in one day on Thursday. So mid-week deadlines would have added some stress, even though I never once waited until Sunday to complete them. However, those were the tests that I didn't do as well on. So with the added mid-week deadlines, I might have been more inclined to schedule myself better, thus grasping the information better.

Some people have work a lot during the week, for me I can only really sit down and get my work done on the weekends.

As a part-time student who has military and professional commitments throughout the week, this would have served as a major impediment to my success in the class.

Obligations, work, and family is why I have concerns, but you do implement a calendar and the MindTap activities don't take very long. I also want to add that students may be taking other classes, and it isn't like we can't go back to the MindTap later to take notes or review the chapters. The Sunday deadline just ensures that students do the activates each week for the chapters, but this would probably hinder a lot of people. If you added another deadline, I would suggest making the "Check Your Understanding" deadlines due on Friday and the chapter tests due on Sunday. Some people work on the weekends, which I did for the majority of this class. Having all week to complete other schoolwork and the MindTap activities made it easier, but not if I waited. Perhaps two deadlines would encourage students to engage with the chapters sooner, but not overwhelm them.

I have not done any extra credit this term, but I think it should be there and helps students improve their grades if they have any obstacles. None of my other classes have offered extra credit opportunities on Moodle.

A few of my classes have offered extra credit, most book reports or reviews. If done, they would provide an additional grade to buffer relatively few grades. For example, one class had only three exams as grades, so a book analysis was offered as an additional grade, 4 grades instead of only 3.

I think extra credit is very helpful to students who struggle with quizzes and tests with no notes allowed. I think it is important and very helpful to them, I almost always complete every extra credit assignment. 

Only one of my other classes this term offered extra credit. It was one review of my personal performance and what I could do to best meet my goals. 

I think extra credit is valuable because sometimes things just don't work out and a deadline is missed. I think extra credit should always require actual effort. 

so far two of my classes have offered extra credit and I believe that is very helpful to a student. usually when it comes to extra credit the instructors would say to do an essay or complete a survey or the student can make up this missing assignment by extending the due date.

no thoughts on extra credit

I have not had many opportunities with extra credit, and was excited that filling out this survey was an option. I have seen a few extra questions at the end of tests that were on bonus and more difficult material to count as a few extra points on an exam, but I have not seen full assignments that counted as extra credit. I can understand that due to the amount of work and retention of material this class required, that many students would want extra credit, but you also made the expectations exceedingly clear at multiple times throughout the term. 

All of my classes have offered extra credit or makeup work with a percentage deduction. 

extra credit it always nice. If student didn't take advantage then that's there loss.

Most of my teachers offer extra credit, not more than two assignments though. I think doing a paper or an extra video would be good. 

Almost all of my classes so far at lane have offered them. I think that’s a good thing but it needs to be earned, also if you do choose to offer them don’t expect people to use it even if they are doing bad, people tend to slack regardless it only harms the people who are trying really. 

I appreciate extra credit and do it at every opportunity I can 

Geology 101 online offered extra credit for two crossword puzzles created for the course, I did both of them because I love crossword puzzles, but I was already receiving an A in that class so it didn't improve my score that much, just added to my understanding and helped me with the final.

The only other class I have taken that offered extra credit was Writing 122, but as this class was labor intensive, I did not do the assignment--it was a four page paper.

I am in college to become an educator so I understand the reticence towards extra credit. I am big on "do the work" and "do it well." But I do appreciate you offering some extra help. This class was unusually difficult for me, but History classes always have been for me, and I have been out of practice for 13 years so that was to be expected. 

I think most students that complain about their grade or extra credit may have been expecting this class to be an "easy A" and it definitely isn't, you have to do the work! 

I feel that extra credit is a good thing, just because a lot of the assignments were not available for retakes.

I don't have any thoughts on extra credit. I have sometimes done it for classes where it was available, but not always. It has always depended on if it would push me up a grade.

I don't believe any of my other classes offered extra credit at the end, but my Psychology professor gave a Syllabus Quiz at the beginning of the semester for a free and easy A. It counted as a quiz score and was worth 4.76% of my grade. That was the only extra credit I have been offered of all 3 of my classes besides this survey you've given us. 

My coding instructor had an optional zoom class that met twice per week and was recorded so students could watch it at a later time. Something similar could be useful for this class.

I can see the benefit of Zoom instruction and options for students who need it. Zoom can be helpful, and no professors elected to use it as regular meetings for the class this term. Office drop-in hours were available. I like the idea of having seminar meetings, so optional meetings that will cover in detail a specific subject or theme during the meeting. Students can elect to attend meetings in the units or areas they struggle in, for example dates, treaties, names, and themes within commerce or law creation.

The online class I had once a week there was a zoom check in that was one on one and mandatory. I think that was very helpful to me to not only explain to my teacher struggles I had whether they be life or in class it was helpful to gave that avalible. If you are able to I would include that into your online classes. 

In my algebra class the instructor would put their zoom hours on the syllabus and say you could call them on Wednesday and Thursday at this specific time or the professor is available any time on Wednesdays to help with any questions or concerns by zoom call. 

I preferred the idea of no required Zoom.

I prefer optional zoom sessions without requirements at certain times. 

Zoom once a seeking would helpmeet stay in contact with my instructor and hear from you directly, although I felt like I had enough support via MindTap and email.

I'm old. i don't think zoom is important, unless needed.

I haven't really used zoom much so I'm kind of neutral.

I don’t ever use it for classes.

none 

I am 31 years old and half deaf. I have a hard time with computers and with hearing people over computers. I have never used Zoom. I prefer in person office-hours, it is more personal and I can HEAR you better.

Everybody has different schedules and there is a reason they might have chosen an online class.

Low use of Zoom allows students with busy schedules and out of class commitments to still succeed in the class.

I like to have help when I need it, but I don't always know when to ask for help. I like to struggle silently, but I've been trying not to do that. This class was definitely the hardest for me, especially since the ice storm we had. I barely had access to internet, let alone power. That really set the pace for how I completed the rest of this course, but I am trying to finish strong and study hard for the final. I want to pass this class, even if it is just a C. It means everything to me, even if it was a rough start. I appreciate how timely you were at answering me during the ice storm and I apologize for not using both quiz attempts at all, but I just didn't have time.

There are several US States quizzes with historical versions on the internet which could be useful, the one I used was on geoguessr.com. This helped me memorize the locations of states which was fairly useful for the midterm and final.

Kami could be used to create a collaborative timeline or map for students to add to. It's similar to Google Jamboard. Quizlet can be used to create Classroom flash card sets.

I know that quizlet is helpful, but I think it is something that you have to pay for so I do not use it. 

N/A

other than google document I personally do not not know of any other apps or tools that could be helpful even in my previous classes google documents or Adobe has been helpful.

No

I am taking a history of medicine class, where as part of our research for our term paper we were required to make four entries on a shared history timeline, with a few paragraphs describing the event/figure/invention with an image. This could be an interesting required assignment in addition to the optional shared study guide. It was a function through Canvas, which is Oregon State's version of Moodle. It is neat to see everything visually and share work with other classmates. 

No

No

i thought everything was fine. I can't think of anything i would add.

Maybe flashcards would be helpful for the final.

Google docs is universal and is wayyy better than MS products so I’d keep using that.

no

I don't know what's cool anymore. I liked the way this class was laid out. I could access the moodle page and cengage from my laptop and phone. I did have a hard time during the ice storm when I had no internet but that is out of your hands. I tried accessing cengage on my phone a few times and it didn't really work. 

I do not

Honestly, I am not too sure. I know that there is the flashcard website, I can't remember what it's called. I just know that it can be useful to people when they are studying, and I think that it can be used for the whole class. It's definitely better than handwriting flashcards. I tried to do that for the midterm and my hand hurt so bad and it took hours. That website would definitely be more efficient.

I think online courses are not as good as in-person courses due to the lack of social connection and regular required attendance. They are, however, a good option for people unable to come to campus due to distance, time conflicts, personal issues, etc.

I consider online courses to be comparable to in-person courses in most situations. I only find the social element helpful half of the time in college classes. Many feel the need to participate for a grade, which doesn't create an authentic atmosphere. For enrolling in online classes, I'd be limited by my job in the Eugene school district, where I work M-Fri 8:30-4PM. Evening and weekend classes are few and far between. I'd be interested in a class where some students who work during class hours would have access to weekend meeting times for the same course. I'm unable to take some courses at LCC unless they're online, weekend, or evening.

I think as long as the teacher is able to get in contact with easily then it is as good as in person classes. 

Classroom based courses are likely better for getting immersed in the material, but I would currently not be able to take classes at all if online classes were not an option. 

online classes are just as good as a classroom based course the only difference is you are not in a desk or you do not have other students around you and you are working at your own pace but at the same time trying to also work at the pace of the curriculum that is provided. Currently i have decided not to enroll in any classroom based courses at LCC due to medical reasons but it might change later on.  

I consider online classes nearly "as good" as classroom-based course

I do miss in-person classes, but as someone who works part time, and is (still) covid cautious due to chronic illness, online classes are my choice at this time. This was the only online class out of four I took this term that did not have a forum/discussion requirement with other students at least once per week. I think that is a helpful way to have the engagement, though not exactly the same as being in the classroom. I would do a Tu/Thur afternoon class if it was pre-covid times, but I don't think I will in the near future. 

I do like being in class to hear from students/instructors regularly, but being in an online course allowed to fit this class in well with my schedule. 

I just like online because I can work at my own pace with my busy schedule.

i think online classes are great, i feel i give more time to each subject at home, and take more time with the material.

I like the hybrid classes the most so far, it has the best structure for independent work and peer help. 

I tend to find online classes to be harder than all of the in person ones I have taken, but its also give and take as online sometimes gives more flexibility. There are a lot of in person classes that do all of the work online and then don’t grade participation so there is no reason to show up which is an example of an easier class in person.

I much prefer face to face classes.  One of my favorite things about pursuing higher education is learning from professors who are so knowledgable.  I feel like the conversational aspect of face to face classes is vital.  I wish I had been able to take this class in person.

I liked that I could do the work on my own time. I felt like this class was just as good as an in person class. 

I need to take 12 credits (3 classes) to maintain my financial aid, and three in-person classes would be too much for me as I work 3-4 days a week and go to classes 2 days a week. So a good online class is beneficial to me personally.

I do like the in person midterm and final, it held me more responsible for actually understanding the material.

The classes are easier for me because I can take them at my own pace.

In this class, I found that I engaged with the material at a lower level than my in-person history class and my previous online philosophy class. I believe this is because I wasn't interacting with you or my fellow students. A forum portion might help, as it did in my Philosophy class.

I think online classes are more beneficial and convenient than in person classes to some extent, but I definitely would have rather taken history in person. Online history was a struggle for me because I wasn't always taking notes and videos are hard for me to follow sometimes. I chose to take this online because I was working two jobs at the time, and it was easier for me because I couldn't be on campus. I have one job now, but I work in the morning and there aren't too many afternoon classes. It's just easier to work and take classes when they're online, but it does take more work in my opinion. Having both options is amazing. I would have had to choose between my job and school if it weren't for the online classes offered at Lane. I just need to anticipate doing a bit extra to succeed is all. I am just happy to (hopefully) pass after the horrible start to 2024.

None that I can think of. I'm interested in designing curriculum, so it was interesting to see a beginning application of online learning and history. I'm interested in developing more interactive methods for secondary education. Thank you!

I think the only thing I didn't like was that emailing you didn't usually seem to get responses and I had to message through the moodle messenger. I really didn't like that and would forget so questions and things I needed help with didn't get a response. 

What exactly have I learned from in this course that I will remember when it comes to my major? To just always be available to the student in any circumstances that they might have even if they might be failing a assignment or a quiz just reach out to them to see how they are doing and if there would be a way that you could help them.

Nothing forgotten

I think you have a lot of experience with teaching, and made the expectations for the class very clear, at multiple points. That was helpful for me, as a naturally good student but a bit of a procrastinator, to keep on top of things and make sure I was completing my work. For discussion assignments in my history of medicine class, we had assigned discussion leaders who would pre-read the material and lead the discussion questions for the week. We were in 3 smaller groups that rotated within the term. I think it's a bit different, since in that class there were no tests on the reading material, just large research papers. You added the chapter questions with the study guides, those could be incorporated into discussion questions.

I also think alternative perspectives would be helpful. You can tell the textbook was making an effort to be more inclusive than previous editions of history textbooks, but still missed the mark for me as far as the realities of the violent legacies of empire. There are a few books that you could include relevant historical excerpts from, in addition to the mindtap chapters. Or, they could be part of the extra credit. Students could read and write about them, and how they add or offer a different perspective from the textbook. 

An Indigenous People's History of the United States by Roxanne Dunbar-Ortiz

All That She Carried: The Journey of Ashley's Sack, A Black Family Keepsake by Tiya Miles. 

Thank you!

N/A

N/A

Nope, thank you for offering this class, i enjoyed it a lot. And thanks for letting me have more time during the ice storm to completing my work.

Maybe just a group forum that everyone in class can help each other with would be good!

I would rather have had the grading been in one area as it gets confusing to see the full grade or know if its live updated.

none 

Maybe post a video once in a while of yourself, even just checking in or explaining what assignments are due or what we should pay attention to this week. Although I am against Zoom, I was either working or in class during office hours so there was a huge disconnect in the student/teacher dialogue. Even students who don't "need" your help or don't reach out, like to see your face/hear your voice and feel as if they are learning from a real person, so they don't feel like they're just going through a course online.

My personal opinion--I may just be old school.

Nothing.

No further recommendations

I think you're doing great, but maybe check in with students a bit, give a little feedback. It's hard to reach out sometimes, I know I struggled with it. I really like how you offered that grade projector to see what we would get in the class after the midterm. That helped me put more effort into studying. I think my view of this class was soured by how the year started and I don't like that. I'm sure that anyone who puts in the time and effort to take notes and complete the assignments would definitely pass this class. Thanks for including this survey, too. It was nice to reflect and give some feedback!