Most students expressed an appreciation that the text saved them the burden of buying an expensive text.
A number of students prefer the CD version of the text. Many commented that it is especially handy during travel and light to carry. Some complained that the directory structure on the CD is confusing, so the message to use start.html on the CD is not getting out to all students.
A few students seem aware of tabbed browsing available in browsers such as Firefox and Safari. They will have three tabs open concurrently, one to the narrative, one to the exercises, and one to the full solutions. However, most are unaware of this capability and struggle to find needed information, complaining of excessive scrolling. This might be alleviated by teachers demonstrating the efficiency of tabbed browsing in class.
There is some complaint about difficulty finding examples that correlate to exercises. This might be due to the numbering system we use and the fact that we might not spend class time explaining its use. Specific references in the exercises might help, as well as tabbed browsing.
A number of students prefer the printed version of the text as they cannot read from the computer for long periods of time. It is still evident that some students are still not aware that a printed version can be purchased from the bookstore, although the number of students unaware of the printed version seems significantly reduced from the fall semester.
Many students expressed a concern that the text was too wordy.
It is clear that students depend heavily on the full solutions. However, there are still a goodly number who complain of missing steps in the solutions, particularly in later chapters.
There are still students that seem unaware that a printed version may be purchased from the bookstore, though this number seems significantly reduced from the previous fall semester.
There are requests for Chapter summaries, calculator guides, pages of formulae, etc. Some of these, such as calculator guides, are available, so we need to do a better job (syllabus, class presentations, etc.) making students aware of these resources. But some need development.
There are complaints of some wrong answers. Use of an errata sheet should be investigated and solutions should be corrected for future revision.
There is some evidence that a few students were not even aware of the solutions manual. One possible solution is to have individual instructors administer a survey of the text early in the class (maybe at the 2-week mark). Output could make instructors aware of student difficulties with the text which could then be discussed in class.
Some complained that the computer carols in the ASC did not allow students to view the CD online and work, as the cramped environment did not accomodate enough room to work. A suggestion was made to make availabble printed copies in the ASC.
Generally it seemed an equal number of students who liked the written book as those who liked the online/cd version. It appears that the online version flows better than the cd.
It was suggested that there would be a comparison page showing each kind of function with its graph.
Students found it difficult to find the example or illustration that was referred to in the homework assignment.
Occasionally the homework problems were harder than the examples.
The solutions manual left out steps toward the end of the book assuming that students remembered concepts previously learned.
An overwhelming amount of students found the book too wordy and sometimes hard to understand.
Student complained about having to leave what they are looking at to find an example or another exercise. Suggestion: Instructors could show students how to open multiple windows or tabs.
Several students prefer the printed version to the online or CD versions.
Many students expressed appreciation for having detailed solutions rather than just answers.
Students expressed difficulty in understanding examples in the text and complained of missing steps.
A large portion of those responding to the survey were satisfied with the text.
Observation) The students definitely like the price of the text book and appreciated the Math Dept efforts in providing them with this resource.
Recommendation) None.
Observation) Some found the book "confusing and wordy". Many found the book "wordy". It appears that some student's had a difficult time reading the text, while others found it easy to read.
Recommendation) Given the vary levels of reading ability, spend some time going over the text in class.
Observation) Printed vs CD. It seems as though many students did not get the word that they could get a printed version of the textbook untilthe middle of the semester.
Recommendation) The information is on the Math 120 web page. The information is given in class. Students do bring hard copies to class. So, I suppose we keep reminding them throughout the semester that they have a CHOICE of whether they want to simply use the cd or purchase a hard copy. I get the feeling that some of these students don't realize that we are not autocrats, and so the idea that *they* can make certain choices, such as book format, is foreign to them.
Observation) Printed vs CD. It also appears that while some liked both formats and the choice available to them, others disliked 'having" to sit at a computer and do their work.
Recommendation) Keep the choice of CD and/or printed.
Observation) Solutions manual. The students did like the solutions manual. At least one said that the solutions did not show all of the steps and that they had to figure out the missing steps.
Recommendation) This one is tough. One the one hand they need to figure out the missing steps, that's part of learning math. Learning is sometimes painful and frustrating. On second thought, here is a way that may accommodate the different learning styles. On some solutions provide all of the steps, on others skip some. That way, the student can use the complete solutions to help with those that skip steps. I think that this will also accommodate the student who is planning to continue their mathematics studies in course other than Math 15. The instructors would have to know which of the solutions are detailed and which aren't. My concern is that students who wish to go on in mathematics won't have the opportunity to dig deep if every detail of the every odd solution is provided.
