Kingdom of Saudi Arabia

Majmaah University ‫المملكة العربية السعودية‬

Ministry of Higher ‫جامعه المجمعة‬
‫وزارة التعليم العالي‬
Education
‫كليه العلوم الزلفي‬
College of Science Al Zulfi

E-Learning Platform
(EduCare)
Project for a bachelor’s degree in computer science &
information

Student Name:
Aicha Mohammed Al-Hamdan

351204718

Supervisor By :
Dr. Afaf Abdulrahman Mohammed

A REPORT SUBMITTED TO
UNIVERSITY OF MAJAMAAH

In partial fulfillment of the requirements

For the degree of
BACHELOR OF COMPUTER AND INFORMATION SCIENCE

2018-2019

I
II
 DEDICATION
To our families who support us through thick and thin and to anyone
helped in building this project and gave thoughts and ideas.

III
 ACKNOWLEDGMENTS
We would like to take this opportunity to express our deep sense of
gratitude and profound feeling of admiration of our supervisor Afaf Taka,
for providing assistance and guidance to us during the semester. Many
thanks to all those who helped us in this work.

IV
 MAJMAAH UNIVERSITY,
COLLEGE OF SCIENCE AL ZULFI,
DEPARTMENT OF COMPUTER SCIENCE AND INFORMATION

(CERTIFICATE BY STUDENT)

This is to certify that the project titled “E-Learning platform (EduCare)” submitted by me

(Aicha Mohammed Al-Hamdan, 351204718) under the supervision of Dr. Afaf Abdulrahman

Mohammed for award of Bachelor degree of the Majmaah University carried out during the

Semester 1, 2018-19 embodies my original work.

Signature in full: --------------------------------

Name in block letters: AICHA MOHAMMED AL-

HAMDAN

Student ID: 351204718

Date: 27-Nov-2018

V
 ABSTRACT
This study aims to develop E-learning platform for university students. The specific objectives
can be summarized in combining electronic content management systems and social networks,
help students to exchange ideas which help to think creatively, accessibility of educational
materials, encourage students to participate, enhancing student interaction.

The critical success factors for our project is increasing students' interaction among
themselves, helps each other understand the content of the material they are studying and
sharing appropriate educational content for students

Also it provides different forms of questions, exams and quizzes to be a bank of questions

In order to build this system we study its specifications and requirements by analyzing the
system and using uml diagrams to draw all the system stages.

For the implementation, we use design programs to design the system interfaces.

This project will be carried out using unified modeling language (UML), PHP programming
language, and MySQL databases to implement the system.

VI
 ‫ملخص البحث‬

‫تهدف هذه الدراسة إلى تطوير نظام إدارة التعلم اإللكتروني لطالب الجامعات‪ .‬يمكن تلخيص األهداف المحددة في الجمع بين‬
‫أنظمة إدارة المحتوى اإللكتروني والشبكات االجتماعية ‪ ،‬ومساعدة الطالب على تبادل األفكار التي تساعد على التفكير اإلبداعي‬
‫‪ ،‬وإمكانية الوصول إلى المواد التعليمية ‪ ،‬وتشجيع الطالب على المشاركة ‪ ،‬وتعزيز تفاعل الطالب‪.‬‬

‫إن عوامل النجاح الحاسمة لمشروعنا هي زيادة تفاعل الطالب فيما بينهم ‪ ،‬ويساعد بعضهم البعض على فهم محتوى المواد التي‬
‫يدرسونها ومشاركة المحتوى التعليمي المناسب للطالب‪.‬‬

‫كما أنه يوفر أشكاال مختلفة من األسئلة واالمتحانات واالختبارات ليكون بنك األسئلة‬

‫من أجل بناء هذا النظام نقوم بدراسة مواصفاته ومتطلباته من خالل تحليل النظام واستخدام مخططات ‪ uml‬لرسم جميع مراحل‬
‫النظام‪.‬‬

‫للتنفيذ ‪ ،‬نستخدم برامج التصميم لتصميم واجهات النظام‪.‬‬

‫سيتم تنفيذ هذا المشروع باستخدام لغة النمذجة الموحدة (‪ )UML‬ولغة برمجة ‪ PHP‬وقواعد بيانات ‪ MySQL‬لتنفيذ النظام‪.‬‬

‫‪VII‬‬
 Table of Contents
Page
Preface……………………………..…………….…………………………………...…I
Quranic verse……….……………...………………………….……………………..…II
Dedication………………………………….……………….…………………………III
Acknowledgments………………………………….…….……………………………IV
Abstract…………………………….………………………………………………..…V
Abstract in Arabic….……………………………………………………………….…VI
List of Tables………………..……….…….………………………….…….……...…..X
List of figures……………………………………….……………………….…...……XI
1.1. overview……………………………………………………………….…………..1
1.2. Problem definition.………………………………….……………………………..1
1.2.1. Goals……………….………………………………………….……………..1
1.2.2. Objectives………………………………………………………….………...1
1.2.3 Critical success factors…………………………………………………..…...1
1.3 Previous studies…………………………………………………………...………...2
1.3.1 Edmodo……………………………………………………………..………...2
1.3.2 Moodle……………..……………………………………………..…………..3
1.3.3 Sakai……………….………………………………………………..………...4
1.3.4 Degreed…………….…………………………………………………………4
1.3.5 BizLibrary………….…………………………………………………….…...5
1.3.6 TalentLMS……….………………………………………...……………..…..6
1.4 Comparison between previous studies……………………….……………..…...7
2.1 Introduction…………………………………………………………………...…...8
2.2 UML………………………………………………………………………………...8
2.2.1 Overview……………………………………………………………………...8
2.2.2 Goals of UML………………………………………………………………...9
2.3 Description of Data Flow Diagram (DFD)…………………………………………9
2.3.1 Context diagram………………………………………………………………9
2.3.2 Overview diagram(level 0)…………………………………………………..10

VIII
 Page
2.3.3 Detailed data flows…………………………………………………………..11
2.3.3.1 First Level Data flow Diagram(1st Level DFD)……………………..11
2.3.3.2 Second Level Data flow Diagram(1st Level DFD)…………………..12
2.4 E-learning platform ER Diagram……………………………………13
2.4.1 E-learning platform entities and their attributes………………13
2.4.2 Description of E-learning platform Database…………………13
2.5 Other UML Diagrams……………………………………………………………..15
2.5.1 Use case diagram……………………………………………………………15
2.5.2 Activity diagram…………………………………………………….………16
2.5.3 Sequence Diagram………………………………………………….……….16
2.5.4 Class Diagram……………………………………………………………….17
3.1 Overview…………………………………………………………………………..18
3.2 Functional Requirements……………………………………………………….…18
3.2.1 Admin………………………………………………………………………..18
3.2.2 Students………………………………………………………………………18
3.3 Non-Functional Requirements…………………………………………………….19
3.4 Database Design………………………………………………………………..….19
3.4.1 Admin……………………………………………………………………….19
3.4.2 Specialties …………………………………………………………………19
3.4.3 Student …………………………………………………………………......20
3.4.4 Courses………………………………………………………………………20
3.4.5 Assignment……………………………………………………………….…20
3.4.6 Tests…………………………………………………………………………21
3.5 Hardware Requirement……………………………………………………………21
3.6 Software Requirement…………………………………………………………….21
3.6.1 XAMPP……………………………………………………………………..21
3.7 Design the interfaces of EduCare ……………………………………………….23
3.7.1 Main Page…………………………………………………………...………23
3.7.2 Register page…………………………………………………………..……24

IX
 3.7.3 Login page……………………………………………………………...…...25
3.7.4 Courses page……………………………………………………………..…26
3.7.5 Course assignments page……………………………………………………26
3.7.6 Course tests page……………………………………………………………27
4.1 Students Interfaces…………………….…………………………………………..28
4.1.1 Homepage…...…………….………………………………………………...28
4.1.2 Courses page………………………………………………………………...29
4.1.3 Course assignment page………………………………………………….....30
4.1.4 Course tests page ………………………………………………………......31
4.1.5 Comments window….……………………………………………….……...32
4.1.6 Registration……………………….………………………………….……...33
4.1.7 Login ………..………………………………………………………….…...34
4.1.8 Profile page…..……………………………………………………………...35
4.1.9 My tests page..………………………………………………………….…...36
4.1.10 My assignments page ………………………………………………..…...36
4.1.11 Add New assignment/test……………………………………………….....37
4.1.12 About page ………..……………………………………………………....37
4.2 Admin Interfaces…..………………….…………………………………………..38
4.2.1 Admin Login ………..……………………………………………………...38
4.2.2 Dashboard home page……………………………………………….……...38
4.2.3 Universities control panel…………………………………………………...39
4.2.4 Colleges control panel ………..……………………………………..……...39
4.2.5 Specialist control panel……………………………………………………...40
4.2.6 Courses control panel………..………………………………………….…...40
4.2.7 Students control panel………..……………………………………………...41
4.2.8 Adding new student………..………………………………………...……...41
4.2.9 Assignments control panel………..…………………………………….…...42
4.2.10 Tests control panel……….………………………………………………...42
4.3 Report………………………………………………………………………………..43
4.3.1 student report …………………………………………………………………… 43

X
4.3.2 course report ……………………………………………………………………… 43
4.4 Report Layout………………………………………………………………………..44
4.4.1 Register…………………………………………………………………………….44
4.4.2 Add new assignment………………………………………………………………. 44
4.4.3 Log in …………………………………………………………………………….44
4.5 procedures ………………………………………………………………………..45
4.5.1 admin dashboard………………………………………………………………….45
4.5.2 Add new student PHP code ………………………………………………………45
4.5.3 Student list PHP code ……………………………………………………………45
5.1 Conclusions………………………………………………………………………..46
5.2 Future work…….…………………………………………………………………46
5.2.1 implementation……………………………………………………………...47
5.2.1 implementation……………………………………………………………...47
5.3 Recommendations…………………………………………………………………48
References………………………………………………………………………………..49
Appendix………………………………………………………………………………...50

XI
 List of Tables
Tables Page
Table 3.1 Admin………………………………………………………………… 19

Table 3.2 Student………………………………………………………………… 19

Table 3.3 Specialties……………………………………………………………… 19

Table 3.4 Courses………………………………………………………………… 19

Table 3.5 Assignment…………………………………………………………… 20

Table 3.6 Tests…………………………………………………………………… 20

XII
 List of Figures
Figures Page
Figure 2.1 Zero Level DFD E-learning Platform ...…………………….………... 10

Figure 2.2 First Level DFD E-learning Platform ………………………………... 11

Figure 2.3 Second Level DFD E-learning Platform ……………………………... 12

Figure 2.4 ER diagram for E-learning Platform ……………………….…….…... 13

Figure 2.5 Use case diagram for E-learning Platform ……………………..…….. 14

Figure 2.6 Activity diagram for E-learning Platform ……………………..……... 15

Figure 2.7 Sequence diagram for E-learning Platform ……………….….………. 16

Figure 2.8 Class diagram for E-learning Platform …………………….……….... 16

Figure 3.1 Main Page…………………………………………………………… 23

Figure 3.2 Register Page………………………………………………................ 24

Figure 3.3 Login Page………………………………………………................... 25

Figure 3.4 Courses page………………………………………………................ 26

Figure 3.5 Course assignments page……………………………………………. 26

Figure 4.1 Homepage…………………………………………………….. 28

Figure 4.2 Courses page…………………………………………………….. 29

Figure 4.3 Course assignment page…………………………………………….. 30

Figure 4.4 Course tests page…………………………………………………….. 31

Figure 4.5 Comments window………………………………………………….. 32

Figure 4.6 Registration…………………………………………………….. 33

Figure 4.7 Login …………………………………………………….. 34

Figure 4.8 Profile page…………………………………………………….. 35

Figure 4.9 My tests page…………………………………………………….. 36

XIII
Figure 4.10 My assignments page……………………………………………….. 36

Figure 4.11 Add New assignment/test…………………………………………….. 37

Figure 4.12 About page…………………………………………………….. 37

Figure 4.13 Admin Login …………………………………………………….. 38

Figure 4.14 Dashboard home page……………………………………………….. 38

Figure 4.15 Universities control panel…………………………………………….. 39

Figure 4.16 Colleges control panel……………………………………………….. 39

Figure 4.17 Specialist control panel……………………………………………….. 40

Figure 4.18 Courses control panel……………………………………………….. 40

Figure 4.19 Students control panel……………………………………………….. 41

Figure 4.20 Adding new student………………………………………………….. 41

Figure 4.21 Assignments control panel………………………………………….. 42

Figure 4.22 Tests control panel………………………………………………….. 42

Figure 4.23 Student report ………………………………………………….. 43

Figure 4.24 Course report ………………………………………………….. 43

Figure 4.25 Register ………………………………………………….. 44

Figure 4.26 Add new assignment………………………………………………….. 44

Figure 4.27 Admin dashboard ………………………………………………….. 45

Figure 4.28 Add new student ………………………………………………….. 45

Figure 4.29 Student list ………………………………………………….. 45

XIV
 Chapter 1: Introduction.
1.1 Overview
Instruction pioneers are always searching for the most ideal ways and intends to create instructive
organizations keeping in mind the end goal to give an intuitive learning condition that pulls to
understudies' advantage and urges them to trade sees. The Internet is a standout amongst other
approaches to give an instructive domain.

Understudies utilize the Internet every now and again, get to valuable data, and encourage the
making of an instructive stage where every understudy needs clarifications and data about his or
her investigation, use however much data as could be expected, and help different understudies.

In our chance, there has been enormous advance in different fields, including training, where ICT
has opened another and compelling wellspring of instructing and learning for all people and
segments. Instruction through this innovation has turned out to be a standout amongst the most
essential mainstays of the age. To the degree that numerous ideas, phrasing, connections and ways
of life have changed, is not any more an alternative that can be neglected as much as is important
to keep pace with worldwide patterns towards a learning economy, which thusly looks for logical
and logical research. Psychological advance and out of scholarly stalemate in view of keeping up
the essentialness of learning based learning and additionally research and investigation.

1.2 Problem definition

1.2.1 Goals
The overall goal is to help students develop relationships with other students and help them
facilitate communication between students and exchange ideas and allow students to
recover what they are studying at any time.
1.2.2 Objectives:
1. Facilitating students' access to threatening forms of questions and tests
2. Help students to exchange ideas, which help to think creatively.
3. Accessibility of educational materials.
4. Encourages students to participate.
5. Enhancing student interaction.
6. Acquiring students skills or competencies crisis to use communication and information
technologies

1.2.3 Critical success factors

1. Increase interaction between students and help each other understand the content of the
material they are studying
2. Share appropriate educational content for students
3. Provide various forms of questions, exams and tests to be a bank of questions
4. A community that combines all disciplines at all levels
5. Allows all students at all levels to take advantage of the content of the learning platform

1.3 Previous studies

1
1.3.1 Edmodo
Edmodo is a global education network that helps connect all learners with the people and resources
needed to reach their full potential. It is a free educational social networking application. It is being
used as an alternative to LMSs by universities and Ministries of Educations and schools all over
the world because of its Cost is free, it is designed for teachers and students and online learning.
It does not have or promote commercial content, It supports low-bandwidth communications so
students and instructors can carry on synchronous (real-time or live) and asynchronous (delayed)
conversations without the need for a lot of bandwidth. Additionally, students or instructors with
smart phones can access the Edmodo app and/or access the course via their phones, versus a
computer, it makes for an excellent course site, allowing for readings to be housed in a library, the
formation of small groups, discussions to be archived, third-party apps, and posting of photos and
videos. And Edmodo mimics Facebook in use and structure and should thus require very little
training to use. It mimics an application with which, many instructors and students are familiar.
Shown in figure (1.1)

Figure (1.1) Edmodo platform .

1.3.2 Moodle

2
Moodle is an acronym for "Modular Object-Oriented Dynamic Learning Environment." It is
an online educational platform that provides custom learning environments for students. Educators
can use Moodle to create lessons, manage courses, and interact with teachers and students.
Students can use Moodle to review the class calendar, submit assignments, take quizzes, and
interact with their classmates.

Moodle is used by thousands of educational institutions around the world to provide an organized
and central interface for e-learning. Teachers and class administrators can create and manage
virtual classrooms, in which students can access videos, documents, and tests. Course chat allows
students to communicate with the teacher and other students in a secure environment.

Each Moodle classroom and course can be customized by the class administrator. For example,
one teacher may choose to provide a wiki that students can edit, while another may opt to use a
private web forum for online discussions. Some teachers may use Moodle to simply provide
documents to students, while others may use it as the primary interface for quizzes and tests.
Individual class sizes can be scaled from a handful of students to millions of users.

In order to create a Moodle learning environment, the Moodle software must be downloaded and
installed on a web server. The Moodle platform is open source and is built using a modular design,
so advanced users can modify the platform as needed. Individual users, such as teachers and
students, can sign up for an account on the Moodle server and access content through either the
web interface or the "Moodle Desktop" application. Shown in figure (1.2)

Figure (1.2) Moodle platform .

1.3.3 Sakai

3
Sakai is a freely available, feature-rich technology solution for learning, teaching, research and
collaboration. Sakai is an open source software suite developed by its diverse and global adopter
community.

The community surrounding the Sakai project includes individuals, institutions and organizations
worldwide that share a common commitment to enhancing teaching, learning and research. This
commitment is reflected in how community members come together to pool knowledge, define
the needs of academic users, create and share software tools and support each other adopting and
using Sakai. Shown in figure (1.3)

Online assessments are one of the core features of a learning platform , and in Sakai 11, the Tests
& Quizzes tool benefits from a number of enhancements. Using funds raised from the 2014 Sakai
Virtual Conference, the Samigo Tests & Quizzes Enhancements Project (STEP) produced a
number of new features and improvements, including:

 Section, group, and individual-specific delivery settings (e.g., due date, length of time to
complete the assessment, etc.)

 New question type: Image Map

 Improved reporting capabilities, including the ability to see all assessment submissions for
a student

 New side panel that allows students to track question progress in an assessment

 Over 30 other enhancements

Figure (1.3) Sakai platform .

1.3.4 Degreed

4
Degreed is an enterprise LMS solution. It enables businesses to manage thousands of courses and
platforms in one place so employees can learn at will. There are customizable learning paths, and
administrators can track an employee's progress, even outside what the company mandates. It
makes talent identification easier, since administrators can see which employees have cross-
functional skills.

Administrators can purchase and manage credits for various platforms in a single place, while
employees can choose where to spend the dollars, which can be on any learning activity they want.
Pricing information is not publicly available, so if this option sounds interesting to you, you will
have to request pricing and a demonstration. Shown in figure (1.4)

Figure (1.4) Degreed platform .

1.3.5 BizLibrary
BizLibrary LMS offers custom content management, virtual classroom management, certification
management and social learning. This is a great option if your business happens to be within a
regulatory environment that requires any kind of ongoing licensing, certifications or security
training to remain in good standing. Everything is scalable and can be white-labeled for your
business.

Entrepreneurs and businesses can choose which courses to mandate for their staffs and the platform
will allow for self-enrollment. Pricing information is not publicly available, but you can sign up
for a free trial. Shown in figure (1.5)

5
 Figure (1.5) BizLibrary platform .

1.3.6 TalentLMS
TalentLMS is an enterprise-friendly learning-platform , or LMS, that can be white-labeled for use
by businesses or educators. It’s a mobile-friendly cloud platform where users can learn from their
tablets, smartphones or laptops. A readily white-labeled solution means enterprises; universities
and just about any team, organization or individual can incorporate it, or even re-sell the platform
as their own.
Added benefits include complete reports, embedded tools and built-in tests. TalentLMS has a free
plan for up to five users and 10 courses. Paid plans range for $29 per month to $349 per month,
billed annually, and include anywhere from 25 users to 1,000 users or a customized tailor made
plan up to 50,000 users and unlimited. Shown in figure (1.6)

Figure (1.6) Talentlms platform .

6
1.4 Comparison between various studies

E-learning Disadvantages
Advantages
platforms
 It is a fantastic way to teach social  It is difficult for students to upload work from
 Edmodo is a safe space for them to learn. their iPads – it is a multi-step process
 It is a brilliant way to stay connected with  With iPads, sometimes students just cannot
Edmodo your class, and for them to stay connected log in, even though all their details are correct
with each other (and they can get on using a laptop).

 It’s open source  Paid

 Great community  Not fully developed to cope with big projects.
 Widely available  Lack of complete development
Moodle  It’s familiar  Moodle users frequently complain about the
 allows for many different types of content troubles they experience with customization.
formats to be uploaded  Sell content online

 Open Source (Free)  Community consists of approximately 300

 Integrates with Google Docs institutions.
 Tools: grade book, live chat and forums,  Open source, but only certain stakeholders,
Sakai assignment uploads, online testing. institutions and commercial affiliates are
 open source platform that has all of the allowed to contribute to the code.
standard features for online learning  The system is Java-based

 Has a strong interface and many features to  Not have to ability to sync while it is offline.
entice you with.  There is some depth lacking around very-
 include video blocks, a recommended course specific technical and analytics competencies.
BizLibrary section
 Has ability to rate newer videos, peer
recognition tools, and course sharing
capabilities.
 You Can Easily Customize the Application  Paid
 The interface is clean and can be easily
customized  he vendor could boost the customer support
 The system makes it easy to create courses in by adding a chat tool
different categories
TalentLMS  The app offers clear instructions on how to  The course setup options and course content
create quizzes/tests variety could be made more robust

 The discussion forum could be enhanced to

make it possible to network with learners

 The platform will have a clear interfaces  Teachers cannot control on it

 It will offer quizzes/tests as a question bank  Not have to ability to sync while it is offline.
 It will allow student sharing them ideas  Not fully developed to cope with big projects
EduCare  It will be familiar
 Strong community
 Free not paid

7
 Chapter 2: System Analysis.
2.1 Introduction
E-learning system is a Web-based system for training programs and information sharing between
individuals giving them the flexibility to access it from their workplace or home. Authorized
individuals have 24/7 access to this unique system through URL or through a unique User ID and
Password.

The E-learning system goes far beyond conventional training by sharing every idea, managing
individual training requirements and reporting training progress. Most E-learning platform s are
Web-based and facilitate “anytime, anyplace, any pace” access to learning content and
administration.

E-learning platforms enable an organization to effectively train a large group of students spread
across the organization. With a Learning Platform, training and e-Learning are managed by
software that allows users and administrators alike to easily access tests and assignments reports.

Our E-learning platform is being extensively used in universities and of course colleges.

2.2 UML

2.2.1 Overview
Unified Modeling Language, UML for short, is the international standard notation for
OOAD. It is a standardized specialization language that can be used for Object Modeling. It has
been defined by the OMG and has already become the de-facto standard for designing Object-
Oriented Software Applications. In the field of software engineering, the UML is a standardized
specification language for object modeling.

UML is a general-purpose modeling language that includes a graphical notation used to

create an abstract model of a system, referred to as a UML Model.

According to the OMG specification, "The Unified Modeling Language (UML) is a

graphical language for visualizing, specifying, constructing, and documenting the artifacts of a
software-intensive system.

UML offers a standard way to write a system's blueprints, including conceptual things,
such as business processes and system functions as well as concrete things such as programming
language statements, database schemas, and reusable software components." (Grady, Unified
Modeling Language User Guide)

The UML is purely process independent, i.e., it is not tied up with a SDLC process. The
basic purpose behind UML modeling is visualizing, constructing, specifying and documenting a
system.

8
 It should be noted that UML is a standard; it is not a methodology, process or a procedure.
Rather, we use UML as a standard that uses some predefined standard notations with a view to
modeling and defining a software system, to document it and define the artifacts involved.

UML is not restricted to modeling software. UML is also used for business process
modeling, systems engineering modeling and representing organizational structures. UML has
been a catalyst for the evolution of model-driven technologies, which include Model Driven
Development MDD, MDE, and MDA.

2.2.2 Goals of UML

The UML was invented primarily to address the challenges faced in the design and
architecture of complex systems. The basic objectives or goals behind UML modeling are (James,
Unified Modeling Language Reference):

 Define an easy to use and visual modeling language for modeling a system's structure

 Provide extensibility

 Be language and platform independent so that it can be used for modeling a system
irrespective of the language and platform in which the system is designed and implemented

 Incorporate the best possible practices at par with the industry standards

 Provide support for Object Orientation, design and apply frameworks and patterns.

2.3 Description of Data Flow Diagram (DFD)

2.3.1 Context diagram
E-learning platform Data flow diagram is often used as a preliminary step to create a summery of
the E-learning without going into great detail, which can later be elaborated.it normally, consists
of overall application dataflow and processes of the E-learning process. It contains all of the user
flow and their entities such all the flow of Student, Activity Log, Assignment, Tests, Subject,
levels, specialties. All of the below diagrams has been used for the visualization of data processing
and structured design of the E-learning process and working stream.

2.3.2 Overview diagram (level 0)

This is the Zero Level DFD of E-learning Platform, where we have elaborated the high level
process of E-learning. It’s a basic overview of the full E-learning platform or process being
analyzed or modeled. It is really designed to be an at-a-glance view of specialties and Student
showing the system as a single high-level process, with its relationship to external entities of
Student, Activity Log and Assignment, Test, levels. That should be easily realized by a wide

9
audience, including Student, Assignment and specialties In zero level DFD of E-learning Platform
, we now have a description of the high level flow of the E-learning system.

High Level Entities and process stream of E-learning Platform:

 Managing all the Student

 Managing all the Activity Log
 Managing all the Assignment
 Managing all the Specialties
 Managing all the Tests

Figure (2.1) Zero Level DFD E-learning platform

10
2.3.3 Detailed data flows
2.3.3.1 First level data flow diagram (1st level DFD):

First of all levels DFD (1st level) of e-learning platform shows how the system is consisted sub-
systems (processes), each of which works with one or more of the data flows to or from another
agent, and which together provide all of the features of the e-learning system as an entire. It also
identifies inside data stores of college student, subject, test, specialties, task that must be present
in order for the e-learning platform to do its job, and shows the flow of information between the
various parts of student, assignment, check, specialty of the system. DFD level 1 provides a more
detailed large of pieces of the 1st level DFD. You will highlight the primary features of e-learning.

Main entities and output of |first of all level DFD (1st level DFD):

processing student data and generate report of most students

processing assignment records and generate report of all assignment
processing files data and generate report of all tests
processing specialties records and generate survey of all specialties

Figure (2.2) first level DFD e-learning platform

11
2.3.3.2 Second level data flow diagram (2nd level DFD):

DFD level 2 then goes one step deeper into parts of level 1 of e-learning. It may require more
functionalities of e-learning to reach the necessary level of detail about the e-learning functioning.
First level DFD (1st level) of e-learning platform shows how the system is divided into sub-
systems (processes). The 2nd level DFD contains more details of students, tests, specialties,
assignment, and activity log.

Low level functionalities of e-learning platform

 Administrator logins to the system and manage all the functionalities of e-learning platform
 Administrator can add, edit, delete and view the records of student, assignment, test,
specialty
 Administrator can manage all the details of tests, specialties
 Administrator can also generate reports of student, assignment, tests, specialties
 Administrator can search the details of students, tests subjects
 Administrator can apply different level of filters on report of student, tests
 Administrator can tracks the detailed information of assignment, tests , specialties

Figure (2.3) second level DFD e-learning platform

2.4 e-learning platform ER diagram

This kind of ER (entity relationship) diagram shows the model of e-learning platform entity. The
entity-relationship diagram of e-learning platform represents all the visual instrument of database

12
tables and the relations between students, tests, specialties and assignment. It used structure data
also to define the relationships between structured data sets of e-learning platform functionalities.
The main entities of the e-learning platform are students, courses, tests, specialties, assignment.

2.4.1 e-learning platform entities and their attributes:

1. Student entity: attributes of students are student_id,student_college_id,

student_name,student_mobile,student_email,student_password,student_username,
student_password, student_address,student_level
2. Course entity: attributes of courses are course_id, course_name, course_description.
3. Specialties entity: attributes of specialty are specialty_id, specialty_name, specialty
_description
4. Test entity: attributes of test are test_id, test_name, test_file, test_description, course_id
5. Assignment entity: attributes of assignments are assignment_id, assignment_name,
assignment_file, assignment_description, course_id, student_id

2.4.2 Description of e-learning platform database:

1. The details of courses is store into the course tables respective with all tables
2. The details of students is store into the students tables respective with all tables
3. The details of specialties is store into the specialties tables respective with all tables
4. Each entity (courses, students, assignments, tests, specialties) contains primary key.
5. The entity tests, assignment has related with course, students entities with foreign key
6. There are one-to-one and one-to-many relationships available between courses, students,
assignments, tests, and specialties
7. All the entities courses, students, assignments, tests, specialties are normalized and reduce
duplicity of records
8. I have implemented indexing on each table of e-learning platform tables for fast query
execution.

13
Figure (2.4) ER diagram for E-learning platform

14
2.5 Other UML Diagrams:
2.5.1 Use case diagram

As shown in figure (2.5) administrator of the EduCare system and the students have various use
cases shared with login case.

Figure (2.5) Use case diagram for E-learning platform

15
2.5.2 Activity diagram:

As shown in figure (2.6) students of the EduCare system have various activities shared with
login activity.

Figure (2.6) Activity diagram for E-learning platform

2.5.3 Sequence Diagram:

As shown in figure (2.7) the interactions between interface (objects) and admin like managing
the students, specialties, assignments and tests also it shows the interactions between interface
(objects) and students like creating account and adding note ,assignments or solutions

Figure (2.7) Sequence diagram for E-learning platform

16
2.5.4 Class Diagram:
As shown in figure (2.8) E-learning platform Class Diagram describes the structure of a E-learning
platform classes, their attributes, operations (or methods), and the relationships among objects.

Figure (2.8) Class diagram for E-learning platform

17
 Chapter3: System design
3.1 Overview
Development of software systems requires analyzing of the process to be digitized in order to
enable a correct system, a system that functions as required and also to assist the potential users of
the system understand the general functionality of the system. The target specifies the system's
objectives and constraints to which designers have to confirm. The objective of doing analysis is
to remodel the anatomy’s major inputs into organized specification.

3.2 Functional Requirements

In this section we will discuss different functional requirement of different user.

3.2.1 Admin

 FR1: Create usernames and passwords.

 FR2: Manage students account.

 FR3: Ability to login and update profile.

 FR4: Ability to logout after the completion of process.

 FR5: Ability to create, edit or delete courses.

 FR6: Ability to create, edit or delete test.

 FR7: Ability to create, edit or delete assignments.

 FR8: Ability to create, edit or delete specialties.

3.2.2 Students

 FR1: ability to download tests

 FR2: Ability to view assignments.

 FR3: Ability to share solutions of assignments.

 FR4: Register data.

 FR5: Ability to login and update profile.

 FR6: Ability to logout after the completion of the process.

18
3.3 Non-Functional Requirements

 Consistency.
 Convenience.
 Availability.
 Usability.
 Security.
 Reliability.
3.4 Database Design

This section describes the six tables that are linked to our project. These six tables is described
in the following point

 Admin.
 Students.
 Specialties.
 Courses
 Assignments.
 Tests.
3.4.1 Admin

The Admin table stores the information about Admin profile. All the Admins who will manage
the system will be saved in this table.

Table 3.1 Admin

Field Name Data Type Length Key A_T Default value
Admin_id Int 11 Primary key √ None
VARCHAR
Admin_email 150 None
Admin_password VARCHAR 100
Admin_name VARCHAR 50

3.4.2 Specialties

The table specialty stores all specialties requested through the platform will issue. All of these
specialties data will be in this table.

Table 3.3 Specialties

Field Name Data Type Length Key A_T Default Value
Specialty_ id INT 11 Primary Key √ None
Specialty_ title VARCHAR 20 None

19
3.4.3 Student

The table Student stores the information about Student profile. The entire Student who signs up
the system will be saved in this table.

Table 3.2 Student

Field Name Data Type Length Key A_T Default value
Student_ id Int 11 Primary Key √ None
student_username VARCHAR 20 None
student_ password VARCHAR 20 None
Student_email VARCHAR 50 None
Student_name VARCHAR 50 None
Student_collage_id Int 10 None
Student_ address VARCHAR 50 None
Student_ level VARCHAR 11 None
Student_ mobile VARCHAR 11 None

3.4.4 Courses

The table course stores all courses belong to specialty through the platform . All of these courses
data will be in this table.

Table 3.4 Courses

Field Name Data Type Length Key A_T Default Value
Course_ id INT 11 Primary Key √ None
Course_ title VARCHAR 20 None
Course_ description TEXT None

3.4.5 Assignment

The table Assignment stores all Assignments which added by students through the platform .
All of these Assignments data will be in this table.

Table 3.5 Assignments

Field Name Data Type Length Key A_T Default Value
Assignment_ id INT 11 Primary Key √ None
Assignment _ title VARCHAR 50 None
Assignment _ description TEXT None
Assignment_file VARCHAR 50 None
Course_id Int 11 Foreign key None

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3.4.6 Tests

The table tests stores all tests belong to courses through the platform added by admin. All of
these courses data will be in this table.

Table 3.6 Tests

Field Name Data Type Length Key A_T Default Value
Test_ id INT 11 Primary Key √ None
Test_ title VARCHAR 20 None
Test_ description TEXT None
Test_file VARCHAR 50 None
Course_id Int 11 Foreign key None

3.5 Hardware Requirement:

 Disk space: 160MB free (min) plus as much as you need to store materials. 5GB is probably
a realistic minimum.

 Backups: at least the same again (at a remote location preferably) as above to keep backups
of the site

 Memory: 256MB (min), 1GB or more is strongly recommended. The general rule of thumb
is that e-learning platform can support 10 to 20 concurrent users for every 1GB of RAM.
'Concurrent' really means web server processes in memory at the same time (i.e. users
interacting with the system within a window of a few seconds). It does NOT mean people
'logged in'.

3.6 Software Requirement:

The last phase of the lifecycle, which comprises all activities associated with the application of
the application form. These attempts include programming, testing, training and installing of the
system in a creation setting and transition of ownership of the software from the Project Group| to
the performing customer.

3. 6. 1 XAMPP

XAMPP is a completely free, easy-to-install Apache division containing MySQL, PHP, and Perl.
The XAMPP wide open source package has recently been set up to be incredibly easy to set up
also to use.

XAMPP allows website designers and developers to test their work on their own computer systems
without Internet connection. In practice, yet, XAMPP is often used to help web pages on the web.
A special built-in tool is provided to password-protect the main parts of the package. XAMPP is a
perfect solution for web-developers, programmers or admins as it provides all the tools essential
for their work.

21
XAMPP includes the following tools:

- Apache is the world's most widely-used Web server software. Indien is developed and managed
by an open community of developers under the auspices of the Indien Software Foundation. This
software is designed for an extensive variety of operating systems, including Unix, FreeBSD,
Apache, Solaris, Novel, NetWare, OS 10, Microsoft Windows, OS/2, TPF, OpenVMS and
eComStation. Produced under the Apache Certificate, Apache is open-source software.

- PHP is a server-side scripting language suitable for web development but also used as a general-
purpose development language. It means PHP: Hypertext Preprocessor, the industry recursive
backroom. PHP code can be simply combined with HTML code, or it can be used in blend with
various tempting engines and web frames. PHP code is usually processed by a PHP interpreter,
which is usually implemented as a web server's native module or a Common Gateway User
interface (CGI) executable. After the PHP code is translated and executed, the web server sends
resulting result to its client, usually in form of a part of the made website - for example, PHP code
can create a web page's HTML CODE code, an image, or some other data. PHP has also evolved
to include a command-line user interface (CLI) capability and can be employed in standalone
graphic applications.

Features:

 In PHP there is no need to specify data type for variable declaration.

 PHP provides cross platform suitability, unlike some other hardware side scripting
language.
 PHP supports extended regular phrase that leads comprehensive design matching with
exceptional acceleration.
 Predefined error reporting constants are available to create a warning or problem notice.
 My SQL is a popular choice of database use with web applications, and is a central
component of the {traditionally used XAMPP. My SQL is also used in many high-profile,
large-scale websites, including Google.

22
3.7 Design the interfaces of EduCare
The main screen designed by Adobe Photoshop.

Adobe Photoshop is a raster graphics editor developed and published by Adobe

Systems for macOS and Windows.

Photoshop was created in 1988 by Thomas and John Knoll. Since then, it has become the de
facto industry standard in raster graphics editing, such that the word "Photoshop" has become a
verb as in "to Photoshop an image," "photoshopping" and "Photoshop", though Adobe discourages
such use.

3.7.1 Main Page

The main page contains the start button where registered users can enter through the entrance gate,
there is also the menu contains whole pages links which students can enter to find tests, courses
assignments, about page and frequently asked questions that help students to find answers for
questions about the system use.

There is a search button that helps students to search for anything related to any course

Figure 3.1 main page

23
3.7.2 Register page
Students can create account on educare platform to get permissions for add new assignment,
downloading tests or updating his/her own profile

Figure 3.2 register page

24
3.7.3 Login page:
This page can students enter the system by filling the form with correct credentials to access the
pages.

Figure 3.3 login page

25
3.7.4 Courses page
This page shows lists of existing courses with related total tests and assignments.

Through pressing the buttons, students can enter to the assignments.

Figure 3.4 Courses page

3.7.5 Course assignments page

This page shows lists of assignments of specific courses. Through pressing the image, students can
enter to the assignment details to show it and its comments which were added by students.

Figure 3.5 Course assignments page

26
3.7.6 Course tests page
This page shows lists of tests of specific courses.

Through pressing the download button, students can get the test file which is added by admin.

Figure 3.6 Course tests page

27
Chapter 4: EduCare Project Interfaces

4.1 Students Interfaces

4.1.1 Homepage

As shown in fig (4.1), this is the home page can let students recognize the website which contains
menu, registration button and some hints explain the idea of the website.

Fig (4.1)

28
4.1.2 Courses page

As shown in fig (4.2), this is the courses page can let students recognize the whole courses that
supported by our website.

Fig (4.2)

29
4.1.3 Course assignments page

As shown in fig (4.3), this is the page of assignments of specific course that student can enter to
any needed assignment then download, share or read ideas.

Fig (4.3)

30
4.1.4 Course tests page

As shown in fig (4.4), this is the page of tests of specific course that student can enter to any needed
test page then download, share or read solutions.

Fig (4.4)

31
4.1.5 Comments window

As shown in fig (4.5), this is a form of comment that student need to fill to answer or ask or share
ideas.

Students can sharing their ideas every assignment or test page

Fig (4.5)

32
4.1.6 Registration page

As shown in fig (4.6), this is the page of registration that student can access to the system and add
assignment or test after registering.

Fig (4.6)

33
4.1.7 Login page

As shown in fig (4.7), the login form must be filled by correct authentication data to access the
website and be able to add new assignments or tests and sharing ideas

Fig (4.7)

34
4.1.8 Profile page

As shown in fig (4.8), this is the profile page that can student edit his personal information.

Fig (4.8)

35
4.1.9 My tests page

As shown in fig (4.9), this is the page of tests that student insert them on the website.

Fig (4.9)

4.1.10 My assignments page

As shown in fig (4.10), this is the page of assignment that student insert them on the website.

Fig (4.10)

36
4.1.11 Add New assignment/test page

As shown in fig (4.11), this is the page that student insert test or assignment on the website.

Fig (4.11)

4.1.12 About page

As shown in fig (4.12), this is the page shows the all information about the website services.

Fig (4.12)

37
4.2 Admin Interfaces:

4.2.1 Login

This is a login page to admin who can control of the website content

Fig (4.13)

4.2.2 Dashboard home page

This is the home page after correct login, we found that contain menu that let me access to any
section.

Fig (4.14)

38
4.2.3 Universities control panel

This is the universities control page that admin can add, edit and delete the data of any
university.

Fig (4.15)

4.2.4 Colleges control panel

This is the collages control page that admin can add, edit and delete the data of any collage.

Fig (4.16)

39
4.2.5 Specialist control panel

This is the specialties control page that admin can add, edit and delete the data of any specialty.

Fig (4.17)

4.2.6 Courses control panel

This is the courses control page that admin can add, edit and delete the data of any course.

Fig (4.18)

40
4.2.7 Students control panel

This is the students control page that admin can add, edit and delete the data of any student.

Fig (4.19)

4.2.8 Adding new student

Admin can insert new student by filling the control panel

Fig (4.20)

41
4.2.9 Assignments control panel

This is the assignments control page that admin can add, edit and delete the data of any
assignment.

Fig (4.21)

4.2.10 Tests control panel

This is the tests control page that admin can add, edit and delete the data of any test.

Fig (4.22)

42
4.3 Report

4.3.1 Student report

Fig (4.23)

4.3.2 Course report

Fig (4.24)

43
4.4 Report Layout

4.4.1 Register

Fig (4.25)
4.4.2 Add new assignment

Fig (4.26)
4.4.3 log in

44
4.5 procedures
4.5.1 Admin dashboard PHP code

Fig (4.27)
4.5.2 Add new student PHP code.

Fig (4.28)
4.5.3 Student List PHP code.

Fig (4.29)

45
 Chapter 5: Conclusion and Recommendation
5.1 Conclusion

The eLearning system is one of the most important systems that help students to obtain and share
the forms of assignments and tests among students and allow them to share their opinions and
discuss these duties, which facilitates their learning process and increases their understanding of
the subjects. The eLearning system is designed to accommodate future upgrading and
development without the need for building a new system to fit with the growing needs and demands
of the system. Having this system hosted online means the ability of both technicians and
administrator to track and respond to demands of students at any time beyond the boundaries and
walls of college which add one more advantage to replacing the paper-based style.

5.2 Future work

5.2.1 Implementation
Implementation is the completing, execution, or routine with regards to an arrangement, a
technique, or any outline, thought, display, particular, standard or strategy for accomplishing
something. All things considered, execution is the activity that must take after any preparatory
reasoning with the end goal for a remark happen.

5.2.2 Testing Stages

With the exception of little projects, frameworks ought not to be tried as a solitary, solid unit.
Vast frameworks are worked out of sub-frameworks that are worked out of modules, which are
made out of techniques and capacities. The testing procedure ought to thusly continue in stages
where testing is done incrementally in conjunction with framework execution. The most
generally utilized process comprises of five phases:
1. Unit Testing: Individual segments are tried to guarantee that they work accurately. Every
part is tried autonomously without other framework segments.
2. Module Testing: This includes the testing of autonomous segments, for example,
systems and capacities. A module epitomizes related parts so it can be tried without other
framework modules.
3. Subsystem Testing: This stage includes testing accumulations of modules which have
been incorporated into sub-frameworks. Sub-frameworks might be freely planned. The

46
 most widely recognized issues which emerge in vast programming frameworks are sub-
framework interface confounds. The sub-framework test process ought to consequently
focus on the recognition of interface blunders by thoroughly practicing the interfaces.
4. System Testing: Sub frameworks are coordinated to make up the whole framework. The
testing procedure is worried about discovering mistakes that outcome from unexpected
cooperation's between sub-frameworks and framework parts. It is likewise worried about
approving that the framework meets its utilitarian and non-useful prerequisites.
5. Acceptance Testing: This is the last stage in the testing procedure before the framework
is acknowledged for operational utilize. The framework is tried with information
provided by the framework procurer as opposed to reproduced test information.
Acknowledgment testing may uncover blunders and exclusions in the framework
necessities definition on the grounds that the genuine information practices the
framework in various routes from the test information. It might likewise uncover
prerequisites issues where the framework's offices don't generally address the client's
issues or the framework's execution isn't worthy.

47
5.3 Recommendation

Regardless of the fact that the basic objectives of the work have been met, there is still room for
further improvement better and easier e-learning system. The solutions proffer by this application
can be extended to other forms of e-learning platform. It is therefore recommended that further
research be carried out on this work to improve it functionality and increase its features.

48
References:

[1] D Randy Garrison, “E-Learning in the 21st Century,” Taylor & Francis. United Kingdom ,
pp. 1-15, March 2, 2011.

[2] Suemitsu, Y. Akimitsu, T. Kiyan, Y. Ohshima, K. Kozono, S. Kamaga and H. Akiyama,

"Development of KUMA system for rapid eLearning", Proceeding of 9th Internationa
Conference on Information Technology Based Higher Education and Training, pp. 136-139,
2010.

[3] Qing Yang, Junli Sun,Jinqiao Wang.Semantic Web- Based Personalized Recommendation
System of Courses Knowledge Research. International Conference on Intelligent Computing and
Cognitive Informatics-2010

[4] Ramez A. Elmasri, Shamkant Navathe “Fundamentals of Database Systems,” 6th Edition,
April 9, 2010.

[5] James , dev. MySQL , kai-seidler-xampp.html, [march 1999] [online].

http://dev.mysql.com/tech-resources/interviews/kai-seidler-xampp.html

[6] Jamal, php.net, php,[ 2016-12-01-3][online]. https://php.net/archive/2016.php#id2016-12-

01-3

[7] Muhammad, Assassination attempt on MySQL,[march 2010],[Online]."Oracle Announces

the Acquisition of Open Source Software Company, InfoBase"

[8] Ivan, creativebits.org , Photoshop,[2007-04-22], [Online].

http://creativebits.org/proper_use_of_the_photoshop_trademark

49
Appendix

50
Registering PHP Code

Login code

51
Add test/assignment

View courses

52
Assignment view

Test view

53