THIS IS A DUPLICATE

MAN 4580

Student Online Learning Process

This paper seeks to describe the present procedure utilized by a student during online class to improve her grade and finally achieve a satisfactory grade. As sample to test the process I will utilize my personal experience during an online class which I am currently enrolled. The description will further highlight the stakeholders and key players for the process alongside sharing the process to them for endorsement. Every stakeholder will be assigned a role in the process alongside obtaining backing for the process to be successful. Clear boundaries for the process with regard to its start and ending will be highlighted. In addition the process will be mapped appropriately to ascertain that one can easily trace its flow. Verification will be done alongside the establishment of any challenges and experiences noted through the process of preparing the assignment.

Ownership and Roles

There are five major stakeholders who are involved in this process of online learning.

· Student (Me): The student is some major stakeholders since without them the instructor and the faculties in general have no role. It takes a willing student to enroll for an online course without which the portal becomes useless. The process of online learning depends on the student’s willingness to undertake a course in a setting that is different from the traditional classroom. The student requires a flexible, usable, accessible, interactive process with varied modes of content presentation (Jia, Wisniewski, Xu, Rosson & Carroll, 2015)

· A professor: the faculty is mandated to recurrently enhance and establish the assignation platforms for the students. It is the responsibility of the faculty to come up with the appropriate learning content for the student to ensure that the student can meet her objectives. The faculty member must embrace a philosophy and method that can assure to the student guidance towards success. The faculty is also charged with the responsibility of preparing the curriculum, evaluating the student through examinations and assignments. In the student online learning process the faculty cannot be dispensed since it forms the major pillar. Faculty as a stakeholder needs training, competitive technology, backing from the management, demand evaluation and support for continuous courses (Jia, Wisniewski, Xu, Rosson & Carroll, 2015)

· Parents: the role of a parent comes majorly in supporting financially and emotionally during the process in case the student is not self-sponsored. Some parents help their children to navigate the school portal and they suggest idea to improve study habit to improve student grade.

· College (SPC): a learning institution support is necessary for it is where the whole process is based. The institution through services and college associations mobilizes and manages the student talent and capital to ensure that all the stakeholders are working and they successfully achieving their objectives. Academic institutions require a high retaining rate, online course rationalization using facts coordination and inclination towards the set goals and objectives.

· Job market: the industry has for a while been ignored yet it plays a major role in the learning process. The industry serves to highlight its demands such that the students can understand their expectations. The industry motivates the students who are confident that even after studying the world has opportunities for them.

The figure below displays the major stakeholder in student online learning process.

( Student ) ( I nstructor )

( Online class )

( Parents ) ( Job Market )

Figure 1

Process boundaries

The student, in this case myself, online learning process will basically start at the incident where I decided to undertake education successfully using the online platform instead of the traditional classroom mode. The process will end with the students graduating from the program alongside stakeholder feedback from the preliminary process evaluation (Savery, 2015). Additionally, there are other interfaces that serve as boundaries in the learning process as described in the following context.

1. The process ought to be standard and meeting the entire academic requirements of the college and course.

2. The students must be willing to take the courses in an online platform and needs to be willing to be successful.

3. The courses taken through the online platform must be approved by the accreditation bodies in order to ensure that it meets the minimum required standards.

4. Student needs to be willing to log into the system for about 16 hours every week will enable the students to get good grades. The courses are 8-week courses.

5. The course must meet current trend and job market or industry needs.

6. All course materials must be fit for the courses and available to the student.

7. The course offered through the online platform offering continues feedbacks and open communication between faculties and students.

8. Course materials should be provided through the online platform with additional materials provided by the instructor.

9. The online class should have clear learning objectives designed based job market demand.

10. Course design should encourage student-student communication and interactions.

Map Process

( Student Enrolled in a class study ) The current student learning process is mapped in the flow chart as illustrated in figure two. This the visual process starts with the student deciding to join an online course, choosing the right online class and visualizing clear learning objectives enabling the student to achieve a satisfactory grade. The faculty should have the online class organized and offer all the resource and tool available for the student to succeed. This figure will show how the system is currently. The student must obtain the minimum course requirements before being considered succesfull. The system improvements which should be carried out on this process will be recommended and discussed as appropriate (Moorefield-Lang, Copeland & Haynes, 2016).

Figure 2

( End ) ( Start )

( Student dedicate minimal time to online class )

( Student Achieving Grade “D” ) ( Contact instructor for guidance )

( Successfully c omplies with course demands (?) ) ( I nteracts, researches, better time management ) ( Student change behavior )

Verify accuracy

This procedure was evaluated closely and feedback proposed accordingly to ensure that it is a true representation of the norm. Deep literature searches and professional interrogation was undertaken to ascertain reliability of the process. Amendable areas were noted and highlighted to make sure that the process can get better in order to help students and institutions to be able to meet their objectives. Stakeholder’s views were sought and incorporated to ensure inclusivity and universal acceptability (Ma, Han, Yang & Cheng, 2015).

Lessons Learned

The assignment has introduced me to a very important issue that can be utilized even in the industry level. The assignment is designed in a manner that helps me to recognize the importance of stakeholders alongside how to map a given process. The assignment has introduced me to information presentation tools including the meaning of the flowchart symbols. The student online learning process to improve a grade in an online class has numerous inputs and outputs that ought to be utilized in a good way in order to accomplish the set needs. The relevant parties need each to play their role in turning contributions to yields. The process clearly displays the role of each stakeholder and one can easily comprehend where failures are emanating. The assignment has created an opportunity where stakeholders would meet although not all were reached.

References

Jia, H., Wisniewski, P. J., Xu, H., Rosson, M. B., & Carroll, J. M. (2015, February). Risk-taking as a learning process for shaping teen's online information privacy behaviors. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 583-599). ACM.

Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34.

Moorefield-Lang, H., Copeland, C. A., & Haynes, A. (2016). Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education for Information, 32(1), 27-33.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 5-15.