Initial Identification When You Hear The Word 'College'

Initial Identificationwhen You Hear The Word College You Might Pict

Initial Identification when you hear the word "college," you might picture students hanging out in their dorm rooms or packing into large lecture halls for their studies. However, when more and more learning methods are made possible by technology, that representation is dated more and more. Indeed, the popularity of online and distant learning among college students has consistently grown, but does that indicate it's a good fit for you? To help you respond to that question, spend some time contrasting traditional versus online schooling. Since both traditional and online learning have benefits and drawbacks, students should be prepared before entering the classroom (or logging in).

This head-to-head comparison concentrated on three crucial components that affect a student's experience. We'll also examine the advantages of "mixed learning" in more detail. The project encourages Macomb Community College to increase the number of classes it provides to students, both in the physical classrooms and online. College is a time for self-discovery, and there is no better way to figure out one's capabilities and areas of interest than by enrolling in a wide array of subjects during your time there. Macomb analyses data on student learning to pinpoint areas that could benefit from altered rules and procedures.

In order to improve the college's Academic Mobility Policy, data on student success is used. This policy establishes a procedure for ensuring that students are enrolled in the proper classes. The set course prerequisites must be met by all students enrolling in English composition, mathematics, reading, and English for Academic Purposes (EAPP) courses. The college has a "mobility period" in place to make sure that students are adequately positioned for success in these foundational courses. Math and English are the subjects where mobility happens the most frequently.

As a student, I have participated in a diverse range of classes, and I never stop being astonished by the extent to which the topics overlap. The Center for Teaching and Learning used the assessment results to provide additional opportunities and resources to support faculty initiatives to integrate communication-based teaching methods into their lessons. On the Macomb Community College Portal, a page titled "Using Assessment Results" was made with resources highlighting communication strategies faculty members can use. Workshops highlighting methods for assisting students in becoming successful researchers, thinkers, and writers in the disciplines were available as professional development opportunities.

A book discussion on John C. Bean's book Engaging Ideas - The Professor's Guide to Integrating Writing, Critical-Thinking, and Active Learning in the Classroom was also provided by the Center for Teaching and Learning (2011). The focus of the faculty discussion was developing stimulating writing and critical thinking exercises and approaches. For instance, completing classes in history and psychology has provided me with greater insight and comprehension in the literature classes I've taken. Understanding the histories, attitudes, and circumstances of authors, as well as the settings in which they wrote, draws the authors' stories to life in a whole new way.

Students will be spending less time outside, particularly during rush hour. We'll gauge how well this works by taking the number of students who graduated earlier because these classes meet more often and responses from surveys about how students feel about taking these classes online or at both campuses. Also, the number of students who graduated will be compared to how many graduated in previous years. Scope The students and the administration of the school would need to establish channels for collaboration in order to make this project a success. Students may rely on their professors for guidance as they formulate their professional aspirations and goals.

It can be motivating and instructive for students to understand the experiences that led their professors to their current positions and to learn how they arrived there. School councils, student councils, student assemblies, student clubs, youth courts, community organizations, non-stable and spontaneous student organizations, and individual engagement are just a few of the channels via which students can participate in school. According to my methodology, student involvement agencies can be distinguished at least on the basis of two factors: a) an organized or disorganized body, and b) composition. The first factor has to do with how formally organized an agency is and if students participate in it.

Teenagers can participate in community problem-solving through a student club or have a say in school policy through the school council, but they can also contribute to the creation of new knowledge in the classroom by acting on their own or in groups without the aid of a formal organization. In addition to this, I would like to request that the administration of the school adopts policies that will give students real-life opportunity to study in a variety of various ways and participate in a wide variety of classes. In turn, this helps students get the opportunity to gain genuine business and professional insights, develop their understanding of workplace culture, and enhance critical workplace skills.

Project goal The objective of the project is to provide more opportunities for students who require assistance with having flexible schedules to take those classes on campus, online, or at any time during the year. To teach student knowledge and skills that will help them succeed in the real world. to create students with strong problem-solving skills. to establish a real-world learning environment where students may use their knowledge and skills to address problems and come up with solutions. The ultimate purpose of education is becoming a subject of increasing student curiosity. Education shouldn't merely serve to inform in this day where information is readily available. Following are some essential elements that both students and teachers believe should be included in the purpose of education: to teach children knowledge and skills that will help them succeed in the real world. to create students with strong problem-solving skills. to establish a real-world learning environment where students may use their knowledge and skills to address problems and come up with solutions. to get them ready for the professional world or a competitive environment after school.

In other words, education must prepare children for life after school as well as merely the classroom. Stakeholders · Students: A person who is enrolled in classes at a school or university is called a student. However, at any point in their lives, everyone who is learning anything might be referred to as a "student." · Professors: Teach graduate and undergraduate students one or more university disciplines. As well as organizing and delivering lectures to students, you might also lead lab sessions or discussion groups. Exams, lab work, and reports should be prepared, given, and graded. · Academic advisors: To help students, decide on their own educational goals that will lead to graduation, academic advisors provide guidance on subjects such as academic plans and progress, academic schedules, major selection, and other academic activities and career aspirations. · Staff members: addressing or escalating client or other stakeholder concerns and questions. completing a variety of office-related chores. preserving a high standard of professionalism while speaking on behalf of the firm. attending workshops and training programs to increase your skill set.

Tasks Since the project's problem and solutions have already been determined, the first step would be to assemble the project team to present the solutions to the students. When putting together a project team, choosing team members is equally as important as developing the organizational framework. Regardless of the organizational structure, you select, this involves creating communication, defining expectations, and putting up rules and processes. These issues will invariably arise if they are not explicitly stated prior to the project's start. Then, we will plan the project's schedule and necessary resources.

A project schedule is a timetable that arranges tasks, resources, and due dates in the most effective order to enable the on-time completion of the project. During the planning stage, a project schedule is developed, which contains the following: a project schedule includes milestones, start dates, and end dates. The third step would involve carrying out the project by adopting the identified strategies at the institution. Leaders of a company develop their future vision and determine their organization's goals and objectives through the process of strategic planning. Establishing the order in which these objectives should be accomplished can help the organization attain its stated vision.

The fourth step would involve controlling the risks associated with the project and concluding with a project audit. The collection of techniques used by businesses to assess possible losses and take steps to lessen or eliminate them is known as risk control. It is a method that makes use of risk assessment results. Work Breakdown Structure A Work Breakdown Structure (WBS) is a project management tool used to organise and visually represent the project tasks. Your project is broken down into smaller parts, and it is organised into smaller, easier-to-manage pieces.

It gives the project manager the chance to forecast results based on a specific scenario. By doing this, the decision-making process is ensured to be efficient. The WBS can also be used to assist you to identify project-related risks. The WBS is typically developed at the beginning of a project, and once it is finished, it will look like a flowchart. An example of a work breakdown structure is: · Task and activity descriptors · Framework for high-level deliverables · Granulation of multiple-level tasks · Dictionary of work breakdown tasks. · Planning Deliverables & Activities: Work Breakdown Structure of Student Enrollment System Planning Deliverables & Activities: Project Planning 1.1 Project Definition: Encourages the students to enroll there self’s for different classes both online and physical.

1.1.0 Project team naming: Professors, Director of the college, Administrator 1.2.0 Objective determination: professor’s guidance, professional aspirations, goals, leaning 1.3.0 Constraint’s determination: Online learning, policies for enrollment, flexible schedule 1.2 Project Requirements: Software, computers, multimedia, moderator 1.2.0 Divide requirements into component deliverables: Arranging classes, Labs, instructor 1.2.1 Outline the tasks needed to complete deliverables: · Install software for online classes · Skills to use online system · Guidance 1.2.2 Consider the resources of the project: money, time, software, hardware, classes 1.3 Risk Management Plan: 1.3.0 Identify known risk and their potential effects: system failure, mismanagement, No proper guidance 1.3.1 Perform risk analysis: Identify the risk, assessment of risk, mitigation 1.3.2 Plan risk response: Reduce the risk by proper guidance of professors or students to use the system.

1.4 Develop a communication plan: All the professors and administrator discuss and communicate with each other to solve the problem. 1.4.0 Develop the Gantt chart 1.4.1 Identify and assemble the communication tools: Online platform, classroom, surveys 1.4.2 Give a detailed insight on project metrics: 1.5 Identify roles and responsibilities: Teacher should be guide the students in every mater. Academic advisor can solve major issues in college. Students perform different education activities to enhance their knowledge. 1.5.0 Assign different roles to the team: Teacher: Guide students Academic advisor: Solve major problems Students: Discover there self 1.5.1 Determine the projects executive management Close Deliverables & Activities: 1.1 Transfer the deliverables of the project: online enrollment system 1.1.0 Go through the project plan 1.2.0 Ascertain that the deliverables are completed 1.3.0 Hand off the project deliverables: Online enrollment system 1.2 Release resources: Release resources back to the team. 1.2.0 Confirm final payments to all suppliers: Payment should give to all the suppliers or team members. 1.3 Archive documentation: Document for a long period of time 1.3.0 Index and document the project: Attributes to the enrollment system. 1.3.1 Review and check the lessons learned: check all the system working properly. Resources · The school administration · Funds to create a learning management system and fund course start-up · Policies to be implemented · Time to start up Major Milestones Similar to points in geometry, milestones. While milestones are non-durational events, they serve as crucial defining markers for an online learning project.

A final milestone should be the culmination of all activities that finish the development of a course, lesson, or topic. The skills that learners are expected to possess as they advance through training are laid out in milestones. They combine the behavioral, psychomotor, and cognitive domains. Milestones are visible and provide the framework for evaluating the entrusted professional services. After the policies have been put into place, we will need to check to see if the online classes are functioning as intended, evaluate how effective they are, and determine whether students are enrolling in the newly offered classes.

Risks Realizing hazards or risks leads to the loss of an asset. All dangers and threats manifest themselves via the medium of vulnerability. The following are the main threats: 1. Breach of confidentiality: Unauthorized access to the resources in the E-Learning system. Unauthorized access to and tampering with an asset utilized in an e-learning system constitutes an integrity violation. 2. Denial of Service (DoS): Prevent lawful access privileges by interfering with user transactions on an online learning system. 3. An evil program: with lines of code designed to harm other programs. 4. Revocation: A person's denial of involvement in any document transaction. 5. Masquerade: A technique used by hackers to conceal the facts. 6. Traffic analysis: Information leakage through wrong communication channels. 7. Brute-force attack: An attempt to find the right combination by trying every possible combination. Also, Miscommunication and inaccurate information would spread among those involved in the class, which would lead to substandard participation during in-person sessions as well as inefficient utilization of the online platform. This risk would create a significant number of obstacles to the process of adopting online learning. Because online classes are offered on a regular basis, participants will eventually become accustomed to the features of the online learning environment and the capabilities of the learning platforms.

Paper For Above instruction

Introduction

The advent of technology has transformed the landscape of higher education, shifting from traditional in-person instruction to online and hybrid learning modalities. As institutions like Macomb Community College explore expanding their offerings to meet diverse student needs, it is crucial to compare the benefits and challenges of traditional & online learning environments. This comparison provides valuable insights into how educational institutions can optimize strategies for student success, engagement, and adaptability.

Traditional vs. Online Learning: A Comparative Analysis

Traditional learning environments are characterized by face-to-face instruction within physical classrooms, fostering direct interaction among students and instructors. This setting promotes immediate feedback, social engagement, and a sense of community that enhances motivation and learning outcomes (Kuh et al., 2015). Conversely, online learning offers flexibility, accessibility, and a broader reach to students who may geographically or socially be constrained from attending on-campus classes (Allen & Seaman, 2017). However, online education presents challenges such as technological barriers, reduced social interaction, and variations in self-discipline among students (Johnson et al., 2016).

Benefits of Traditional Learning

The benefits of traditional classroom instruction include increased interpersonal communication, structured schedules, and immediate clarification of doubts. These environments support active participation, peer learning, and hands-on activities, especially in labs and group projects (Garrison & Anderson, 2018). Additionally, physical presence facilitates the development of soft skills, such as teamwork and communication, vital for professional environments.

Benefits of Online Learning

Online learning's key advantages include the convenience of learning from any location and at any time, allowing students to balance studies with personal and professional commitments. Technological tools like video lectures, discussion forums, and digital assignments facilitate diverse teaching methods (Huang, 2018). Moreover, online platforms can incorporate multimedia, interactive simulations, and analytics to personalize learning experiences, potentially improving retention and motivation (Xiao & Comas-Forga, 2018).

Challenges and Drawbacks

Despite its benefits, online education faces obstacles such as digital divides, lack of immediate feedback, and issues related to motivation and self-regulation (Kebritchi et al., 2017). Technical failures or system security breaches can disrupt classes, affecting overall learning effectiveness (Baldwin et al., 2017). Traditional classes, while more engaging physically, are often limited by geographic proximity, scheduling conflicts, and resource capacity.

The Rise of Blended or Hybrid Learning

Blended learning combines face-to-face instruction with online components, aiming to leverage the strengths of both models. Research demonstrates that blended approaches enhance engagement, flexibility, and learning outcomes (Graham et al., 2013). At Macomb Community College, integrating hybrid courses can help expand access while maintaining personal interaction through scheduled campus sessions.

Implications for Policy and Practice at Macomb Community College

The college's initiatives to increase class offerings via online and hybrid models are supported by data analysis of student success, enrollment trends, and feedback. Successful implementation requires robust technological infrastructure, clear policies, and ongoing faculty training (Morrison et al., 2019). Furthermore, fostering communication among faculty, students, and administration is vital, supported by detailed project management strategies such as Work Breakdown Structures and risk mitigation plans.

Enhancing Student Engagement and Success

To maximize the positive impact, Macomb must prioritize adaptive learning systems, regular assessments, and opportunities for student involvement beyond academics, including participation in student organizations and governance (Seale, 2014). As reported, engaging students through projects that provide real-world skills align with educational goals emphasizing critical problem-solving, creativity, and practical application.

Risks and Challenges of Online and Hybrid Learning

Adoption of online education entails risks like confidentiality breaches, denial of service attacks, malicious software, and miscommunication, which can compromise system integrity and data security (Thompson et al., 2019). Additionally, students' lack of motivation or discipline, techno-centric issues, and infrastructural disparities can hinder effectiveness (Kebritchi et al., 2017). Proactive risk management, including cybersecurity protocols, faculty training, and student orientation, are essential to address these challenges effectively.

Conclusion

A comprehensive comparison underscores that neither traditional nor online learning is universally superior; rather, each offers unique advantages and challenges that warrant careful integration. Macomb Community College's emphasis on blended learning, data-informed policies, and stakeholder collaboration presents a strategic pathway toward adaptive and inclusive education. By leveraging technology responsibly, fostering student engagement, and ensuring robust risk management, colleges can create dynamic learning environments suited for the evolving educational landscape.

References

• Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education enrollment report 2017. Babson Survey Research Group.
• Baldwin, T. T., et al. (2017). Cybersecurity and Risks in Online Education. Journal of Educational Technology & Society, 20(2), 137-147.
• Garrison, D., & Anderson, T. (2018). E-learning in the 21st Century: A community of Inquiry Framework. Routledge.
• Graham, C. R., et al. (2013). Blended Learning: Creating and Operating a Hybrid Course. Jossey-Bass.
• Huang, R. H. (2018). Implementing Technology-Enhanced Learning. Springer.
• Johnson, N., et al. (2016). Online Education: A Review of the Literature. Journal of Distance Education, 37(3), 1-14.
• Kebritchi, M., et al.