1

CHAPTER ONE

1.0 INTRODUCTION

E-learning refers to the use of various kinds of electronic media and

information and communication technologies (ICT) in education. E-learning is an
inclusive terminology that encompasses all forms of educational technology that
electronically or technologically support learning and teaching. Depending on
whether a particular aspect, component or delivery method is given emphasis, e-
learning may be termed technology-enhanced learning (TEL), computer-based
training (CBT), internet-based training (IBT), web-based training (WBT), online
education, virtual education, or digital educational collaboration.

E-learning includes numerous types of media that deliver text, audio,

images, animation, and streaming video, and includes technology applications
and processes such as audio or video tape, satellite TV, CD-ROM, and
computer-based learning, as well as local intranet/extranet and web-based
learning. Information and communication systems, whether free-standing or
based on either local networks or the Internet in networked learning, underlay
many e-learning processes.

E-learning can occur in or out of the classroom. It can be self-paced,

asynchronous learning or may be instructor-led, synchronous learning. E-learning
is suited to distance learning and flexible learning, but it can also be used in
conjunction with face-to-face teaching, in which case the term blended learning is
commonly used.

It is commonly thought that new technologies make a big difference in

education.[2] Many proponents of e-learning believe that everyone must be
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equipped with basic knowledge of technology, as well as use it as a medium to

reach educational goal.

1.1 Background of study

E-learning is an inclusive terminology for all forms of educational

technology that electronically or technologically support learning and teaching.
Bernard Luskin advocates that the "e" should be interpreted to mean "exciting,
energetic, enthusiastic, emotional, extended, excellent, and educational" in
addition to "electronic." This broad interpretation focuses on new applications
and developments, and also brings learning and media psychology into
consideration.

The worldwide e-learning industry was estimated to be over $48 billion in

2000 according to conservative estimates. Developments in internet and
multimedia technologies are the basic enabler of e-learning, with consulting,
content, technologies, services and support being identified as the five key
sectors of the e-learning industry. Information and communication technologies
(ICT) are used extensively by young people.

E-learning has given people in college accessibility to data, wherever one

looks data of e-learning is there, there are many different sometimes mobile
devices as well as their many ways that these benefit people around the globe
anytime, anywhere access to data. This can improve interactions between
students and their instructors for their classes, this can allow students with tools
which they can use for different purposes and use independently supports
problem base actions. There are also ways that it can deter people from actually
learning as pointed out, it may make it easier to chat taking someone away from
learning and into talking to someone through Face book it also gives them the
ability to cheat through online test and quizzes having the ability to look for the
 3

answer using Google it always a possibility. This also can give tech-savvy
students an advantage over non-technical students. Over all e-learning through
technology will most likely be seen more and more in today’s college
environment. Approaches to e-learning require a focus on students providing
them with tools to support their shared activities and problem based activities

1.2 Statement of the study

Student in tertiary institution suffers a lot of setback in external exams due

to the type of teaching system which they receive. They don’t have access to the
internet and lack knowledge of what is obtainable in the society.

1.3 Aims and objectives

1. To facilitate the development of information technology

2. To reveal the use and technology of wireless network to the user.
3. To provide alternative way of attaining education
4. To implement a system which reduce examination mal- practice

1.4 Significance of the study

E-learning provides benefit for the organizations and individuals involved

it reduces the cost of learning, examination and result processing institutions, it
create access thereby enables people from any part of the world to be educated
E-learning also functions in improving standard of education which Helps to
eliminate inadequate like examination malpractice .

1.5 Scope of the study

Design and implementation of e- learning (A case study of computer

Science and information and technology, caritas university Enugu), this project is
a tutorial and design with VB
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1.6 Limitation of the study

The rate of technology is moving at rapid speed and not everybody

Understand how some of the tools used for this education process are used. Some
people find it difficult to afford this form of learning and measurement,
especially towards the cost of accessing the internet.

1.7 Definition of the terms

E-learning conducted with various kinds of electronic media, especially

via the internet.
ICT-Information communication technologies are mostly used by young people.
TEL- Technology enhance learning
IBT-Internet based training
VLE-Visual learning environment
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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Within the United States and Canada, the phrase “e-learning” is often
treated by users as a synonym for “online learning” – a more recent term, the
very construction of which implies a fundamental relationship between e-
learning practices and Web-based technologies like the Internet (Barbour and
Reeves, 2009; Stewart, 2004). However, as many educational scholars have
pointed out, the earliest examples of e-learning practice significantly pre-date the
invention of the Web, beginning with the invention of email in the early 1970s
and continuing with the establishment of innovative “virtual schools” in the early
1990s (Barbour and Reeves, 2009; Harasim, 2000). Consequently, most
educational scholars have rejected the synonymous use of the terms “e-learning”
and “online learning,” and promoted instead the development of more inclusive
e-learning definitions, such as “the use of new information and communication
technologies in education” (Bates, 2001). This movement to come to some
practical consensus about scope of e-learning suggests a significant step in the
collocation, and hence development, of future e-learning research. In the late
1990s and early 2000s, interest in e-learning, both scholarly and commercial,
increased substantially, particularly in the United States, Canada, and Australia.
Studies of American students in virtual programs at both the elementary and
secondary level led researchers to tout e-learning’s many benefits, including but
not limited to its flexibility in geography and scheduling, its ability to address
various learning styles, and its overall expansion of educational access to people
in remote communities (Kellogg and Politoski, 2002; Cavenaugh et al, 2006).
While some of these studies have since been criticized for not being based on
 6

“robust [enough] research” (Barbour and Reeves, 2009), the general impression
of, and evidence for e-learning as Paradigmatic shift in the field of education
(Harasim 2000) remains basically intact. Indeed, according to a 2009 report on
the state of online-based e-learning in U.S higher education Seaman, 2010), over
4.6 million American students took at least one online course during the fall 2008
academic term – a 17 percent increase over the number of students reported in
fall 2008. With student participation in e-learning increasing in this way, a
number of educational researchers – particularly those interested in post-
secondary education – have attempted to explore variations in e-learning
programs’ curriculum designs, delivery modes, social communities, and
instructional training methods (Bawane and Spector, 2009; Maher, 2009;
Stewart, 2004; Bates, 2001). Furthermore, over the past five years, such
explorations have gradually but distinctly shifted the geo-cultural scope of e-
learning discussions beyond the boundaries of the North American and
Australian higher education systems, and into the higher-education options of
students in regions such as South Asia (Bawane and Spector, 2009), Africa
(Muhirwa, 2009), the Netherlands (Vander Meij and Boersma, 2002), East Asia
(Hseih, 2010; Rye, 2009), and Latin America (Hamuy and Galaz, 2010;
Scagnoli, 2009; Cambell, 2008; Stewart, 2004; Valente, 2003). As a result of this
widening and deepening of twenty-first century e-learning research, more results
have also emerged in critique of the so-called “benefits” of certain e-learning
models and components. For example, several authors have published recent
papers highlighting the hidden costs of bringing e-learning to new countries’
higher education systems, from the cost of putting in place a widely accessible
national telecommunications infrastructure (Bates, 2001) to those costs
associated with the establishment of national accreditation agencies for e-
learning programs and institutions (Bollag, 2001). Such discussions of cost are
particularly significant to researchers investigating the potential and/or presence
 7

of e-learning programs in the most economically-challenged developing

countries, and will likely play an important role in bringing together researchers
interested in e-learning pedagogy with those who are more broadly interested in
ICTs and global socio economics. One of the key geo-cultural regions that is just
starting to draw serious attention from both e-learning scholars and ICT
researchers is that of Latin America – in particular Latin American countries with
large universities such as Brazil and Chile, as well as those with explicit ties to
foreign, for-profit e-learning programs. Indeed, over the past three to five years, a
significant number of for-profit companies have established e-learning programs
in Latin America, moving in response to the unmet demand for higher education
in developing countries in general (Campbell, 2008). Such companies, which
include Bermuda-based Whitney International University System and Baltimore-
based Laureate Education, are essentially unregulated entities, yet they have still
managed to establish partnerships with many Latin American campuses, such as
the Technological University of Mexico and the Latin University of Costa Rica
(Campbell, 2008). Simultaneously, several major Latin American universities,
like the Universidad de Chile in Santiago, have been begun to invest heavily into
interactive e-learning technologies such as course management systems (CMSs).
While researchers in both e-learning and ICT have been aware these trends for
several years, studies are have only recently begun to appear regarding the
effectiveness of such programs from a pedagogical perspective (Hamuy and
Galaz, 2010; Scagnoli, 2009). What’s more, in several of these studies,
researchers noted a complex mix of enthusiasm for and resistance to e-learning in
Latin American higher education institutions – a paradox explained, according to
some, by a strong cultural interest for the technologies of e-learning, but a
moderate disinterest towards the new pedagogical processes associated with e-
learning in North America and elsewhere (Hamuy and Galaz, 2010; Valente,
2003). Consequently, issues of geo-culture-based pedagogical flexibility, or how
 8

to improve the utilization of current e-learning technologies in Latin American

institutes of higher education, will likely be fruitful grounds for future e-learning
research, if not research into educational ICTs.

2.2 Approaches to e- learning

E-learning has evolved since technology was first used in education. There
is a trend to move towards blended learning services, where computer-based
activities are integrated with hands-on, face-to-face, or classroom-based
situations.

Bates and Poole (2003) and the OECD (2005) suggest that different types
or forms of e-learning can be considered as a continuum, from no e-learning, i.e.
no use of computers and/or the Internet for teaching and learning, through
classroom aids, such as making classroom lecture PowerPoint slides available to
students through a course web site or learning management system, to laptop
programs, where students are required to bring laptops to class and use them as
part of a face-to-face class, to hybrid learning, where classroom time is reduced
but not eliminated, with more time devoted to online learning, through to fully
online learning, which is a form of distance education. This classification is
somewhat similar to that of the Sloan Commission reports on the status of e-
learning, which refer to web enhanced, web supplemented and web dependent to
reflect increasing intensity of technology use. In the Bates and Poole continuum,
'blended learning' can cover classroom aids, laptops and hybrid learning, while
'distributed learning' can incorporate either hybrid or fully online learning.

It can be seen then that e-learning includes a wide range of applications

and it is often by no means clear, even in peer reviewed research publications,
which form of e-learning is being discussed. However, Bates and Poole argue
that when instructors say they are using e-learning, this most often refers to the
 9

use of technology as classroom aids, although over time, there has been a
gradual increase in fully online learning.

Two popular tools for E-learning are Blackboard Inc. and Module:

Blackboard Inc. has over 20 million users daily. Offering six different
platforms: Blackboard Learn, Blackboard Collaborate, Blackboard Mobile,
Blackboard Connect, Blackboard Transact, and Blackboard Analytics;
Blackboard's tools allow educators to decide whether their program will be
blended or fully online, asynchronous or synchronous. Blackboard can be used
for K-12 education, Higher Education, Business, and Government collaboration.
decide whether their program will be blended or fully online, asynchronous or
synchronous. Blackboard can be used for K-12 education, Higher Education,
Business, and Government collaboration. Module is an Open Source Course
Management System. It is free to download and provides blended learning
opportunities as well as platforms for distance learning courses. The Module
website has many tutorials for creating a program or becoming a Module
student. ICT expenditures in education have differed within and between
countries. Finland, Norway, Belgium and Korea appear to make best use of
educational ICT.

2.3 Computer-based training

Computer-based learning or training (CBT) refers to self-paced learning

activities delivered on a computer or handheld device. CBT often delivers
content via CD-ROM, and typically presents content in a linear fashion, much
like reading an online book or manual. For this reason, CBT is often used to
teach static processes, such as using software or completing mathematical
 10

equations. Computer-based training is conceptually similar to web-based

training (WBT), the primary difference being that WBTs are delivered via
Internet using a web browser.

Assessing learning in a CBT is often by assessments that can be easily

scored by a computer such as multiple choice questions, drag-and-drop, radio
button, simulation or other interactive means. Assessments are easily scored and
recorded via online software, providing immediate end-user feedback and
completion status. Users are often able to print completion records in the form of
certificates. CBTs provide learning stimulus beyond traditional learning
methodology from textbook, manual, or classroom-based instruction. For
example, CBTs offer user-friendly solutions for satisfying continuing education
requirements. Instead of limiting students to attending courses or reading printed
manuals, students are able to acquire knowledge and skills through methods that
are much more conducive to individual learning preferences. For example, CBTs
offer visual learning benefits through animation or video, not typically offered by
any other means.

CBTs can be a good alternative to printed learning materials since rich

media, including videos or animations, can easily be embedded to enhance the
learning.

However, CBTs pose some learning challenges. Typically the creation of

effective CBTs requires enormous resources. The software for developing CBTs
(such as Flash or Adobe Director) is often more complex than a subject matter
expert or teacher is able to use. In addition, the lack of human interaction can
limit both the type of content that can be presented as well as the type of
assessment that can be performed. Many learning organizations are beginning to
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use smaller CBT/WBT activities as part of a broader online learning program

which may include online discussion or other interactive elements.

2.4 Collaborative learning

Computer supported collaborative learning (CSCL) uses instructional

methods designed to encourage or require students to work together on learning
tasks. CSCL is similar in concept to the terminology, "e-learning 2.0".

Collaborative learning is distinguished from the traditional approach in which the

instructor is the principal source of knowledge and skills For example; the
neologism "e-learning 1.0" refers to the direct transfer method in computer-based
learning and training systems (CBL). In contrast to the linear delivery of Content,
often directly from the instructor's material, CSCL uses blogs, wikis, and cloud-
based document portals (such as Google Docs and Drop box). With technological
Web 2. 0 distances, sharing information between multiple people in a network
has become much easier and use has increased. 1 One of the main reasons for its
usage states that it is "a breeding ground for creative and engaging educational
endeavors.

Using Web2.0 social tools in the classroom allows for students and
teachers to work collaboratively, discuss ideas, and promote information.
According to Sandal (2008), blogs, wikis, and social networking skills are found
to be significantly useful in the classroom. After initial instruction on using the
tools, students also reported an increase in knowledge and comfort level for
using Web 2.0 tools. The collaborative tools additionally prepare students with
technology skills necessary in today's workforce.
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2.5 Technology

There are many types of technologies used in the education system. Most
e-Learning situations now use combinations of these techniques, including
blogs, collaborative software, portfolios, and virtual classrooms.

2.6 Audio

The radio has been around for a long time and has been used in
educational classrooms. Recent technologies have allowed classroom teachers to
stream audio over the internet. There are also webcasts and podcasts available
over the internet for students and teachers to download. For example, iTunes has
various podcasts available on a variety of subjects that can be downloaded for
free.

2.7 Videos

Videos may allow teachers to reach students who are visual learners and
tend to learn best by seeing the material rather than hearing or reading about it.
Teachers can access video clips through the internet instead of relying on DVDs
or VHS tapes. Websites like YouTube are used by many teachers. Teachers can
use messaging programs such as Skype, or webcams, to interact with guest
speakers and other experts. Interactive video games are being integrated in the
curriculum at both K-12 and higher education institutions.

2.8 Computer, laptops, and tablets

Having a computer or laptop in the classroom allows students and

teachers access to websites and other programs, for example, Microsoft Word,
PowerPoint, PDF files, and images.
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2.9 Blogging

Blogs allow students and teachers to post their thoughts, ideas, and
comments on a website. Blogging allows students and instructors to share their
thoughts and comments on the thoughts of others which could create an
interactive learning environment.

2.10Mobile devices

Mobile devices such as smart phones operate similarly to personal computers.

2.11 Learning managements

Learning management systems, for example, Blackboard or Module, are

internet based applications that institutions used to reach their students. It allows
educators to create and deliver course material using the internet. Educators can
post announcements, grade assignments, check on course activity, and
participate in class discussions. Students can submit their work, read and
respond to discussion questions, and take quizzes.

2.12 Whiteboards

Interactive whiteboards ("smart boards") allow teachers and students to

write on the touch screen, so learning becomes interactive and engaging.
Webcams Video cameras that allow you to connect to the internet and see other
internet users. Allows students to become engaging and be able to see who
everyone is.

2. 13 Educational technology

Along with the terms learning technology, instructional technology, the

term Educational Technology is generally used to refer to the use of technology
in learning in a much broader sense than the computer-based training or
 14

Computer Aided Instruction of the 1980s. It is also broader than the terms
Online Learning or Online Education which generally refer to purely web-based
learning. In cases where mobile Technologies are used; the term M- learning has
become more common. E-learning, however, also has implications beyond just
the technology and refers to the actual learning that takes place using these
systems.

In higher education especially, the increasing tendency is to create a

Virtual learning environment (VLE) (which is sometimes combined with a
Management information System MIS to create a Managed Learning
Environment) in which all aspects of a course are handled through a consistent
user interface standard throughout the institution. A growing number of physical
universities, as well as newer online-only colleges, have Begun to offer a select
set of academic degree and certificate programs via the Internet at a wide range
of levels and in a wide range of disciplines. While some programs require
students to attend some campus classes or orientations, many are delivered
completely online. In addition, several universities offer online student support
services, such as online advising and registration, e-counseling, online textbook
purchase, student governments and student newspapers.

E-learning can also refer to educational web sites such as those offering
learning scenarios, worksheets and interactive exercises for children. The term
is also used extensively in the business sector where it generally refers to cost-
effective online training.

The recent trend in the E-learning sector is screen casting. There are many
screen casting tools available but the latest buzz is all about the web-based screen
casting tools that allow users to create screen casts directly from their browser
and make the video available online so that the viewers can stream the video
 15

directly. The advantage of such tools is that it gives the presenter the ability to
show his ideas and flow of thoughts rather than simply explain them, which may
be more confusing when delivered via simple text instructions. With the
combination of video and audio, the expert can mimic the one-on-one experience
of the classroom and deliver clear, complete instructions. From the learner's point
of view this provides the ability to pause and rewind and gives the learner the
advantage of moving at their own pace, something a classroom cannot always
offer.

Research on the use of video in lessons is preliminary, but early results

show an increased retention and better results when video is used in a lesson.
Creating a systematic video development method holds promise for creating
video models that positively impact student learning Blended teaching, learning,
and techniques, blended learning is where students get their education through
traditional learning in classrooms and instruction through computer or other tech
devices, this is meant as a way to use both online and in class tools while gain the
same knowledge without the need to always see your teacher or other classmates
This still allows teachers to have some control over information given to
students, blended learning combines teacher-led instruction and online instruction
using computers and other such means of mobile devices. In addition to
flexibility and convenience for students, according to research there is evidence
that a blended approach can result in learning outcome gains for those using
blended learning approach.

2.14 COMMUNICATIOAL TECHNOLOGY

Communication technologies are generally categorized as asynchronous or

synchronous. Asynchronous activities use technologies such as blogs, wikis, and
discussion boards. The idea here is that participants may engage in the exchange
 16

of ideas or information without the dependency of other participants’

involvement at the same time. Electronic mail (Email) is also asynchronous in
that mail can be sent or received without having both the participants’
involvement at the same time. Asynchronous learning also gives students the
ability to work at their own pace. This is particularly beneficial for students who
have health problems or have child care responsibilities and regularly leaving the
home to attend lectures is difficult. They have the opportunity to complete their
work in a low stress environment and within a more flexible time frame
Synchronous activities involve the exchange of ideas and information with one or
more participants during the same period of time. A face-to-face discussion is an
example of synchronous communications. In an "E" learning environment, an
example of synchronous communications would be a Skype conversation or a
chat room where everyone is online and working collaboratively at the same
time. Synchronous activities occur with all participants joining in at once, as with
an online chat session or a virtual classroom or meeting. Virtual classrooms and
meetings can often use a mix of communication technologies. One example of
web conferencing software that enables students and instructors to

Communicate with each other via webcam, microphone, and real-time

chatting in a group setting, is Adobe Connect, which is sometimes used for
meetings and presentations. Participants in a virtual classroom can also use icons
called emoticons to communicate feelings and responses to questions or
statements. Students are able to 'write on the board' and even share their desktop,
when given rights by the teacher. Other communication technologies available in
a virtual classroom include text notes, microphone rights, and breakout sessions.
Breakout sessions allow the participants to work collaboratively in a small group
setting to accomplish a task as well as allow the teacher to have private
conversations with his or her students.
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The virtual classroom also provides the opportunity for studentsS to

receive direct instruction from a qualified teacher in an interactive environment.
Students have direct and immediate access to their instructor for instant feedback
and direction. The virtual classroom also provides a structured schedule of
classes, which can be helpful for students who may find the freedom of
asynchronous learning to be overwhelming. The virtual classroom also provides a
social learning environment that replicates the traditional "brick and mortar"
classroom. Most virtual classroom applications provide a recording feature. Each
class is recorded and stored on a server, which allows for instant playback of any
class over the course of the school year. This can be extremely useful for students
to review material and concepts for an upcoming exam. This also provides
students with the opportunity to watch any class that they may have missed, so
that they do not fall behind. It also gives parents the ability to monitor any
classroom to ensure that they are satisfied with the education their child is
receiving.

In asynchronous online courses, students proceed at their own pace. If they

need to listen to a lecture a second time, or think about a question for awhile, they
may do so without fearing that they will hold back the rest of the class. Through
online courses, students can earn their diplomas more quickly, or repeat failed
courses without the embarrassment of being in a class with younger students.
Students also have access to an incredible variety of enrichment courses in online
learning, and can participate in college courses, internships, sports, or work and
still graduate with their class.

In many models, the writing community and the communication channels relate
with the E-learning and the MIS learning communities. Both the communities
provide a general overview of the basic learning models and the activities
 18

required for the Participants to join the learning sessions across the virtual
classroom or even across standard classrooms enabled by technology. Many
activities, essential for the learners in these environments, require frequent chat
sessions in the form of virtual classrooms and/or blog meeting

2.15 Learning management system

A learning management system (LMS) is software used for delivering,

tracking and managing training/education. LMSs range from systems for
managing training/educational records to software for distributing courses over
the Internet and offering features for online collaboration. The creation and
maintenance of comprehensive learning content requires substantial initial and
ongoing investments of human labor. Effective translation into other languages
and cultural contexts requires even more investment by knowledgeable
personnel. An LMS allows for teachers and administrators to track attendance,
time on task, and student progress. LMS also allows for not only teachers and
administrators to track these variables but parents and students as well. Parents
can log on to the LMS to track grades. Students log on to the LMS to submit
homework and to access the course syllabus and lessons.

2.16 Computer –aided assessment

Computer aided assessment (also but less commonly referred to as e -

assessment), ranging from automated multiple-choice tests to more sophisticated
systems is becoming increasingly common. With some systems, feedback can be
geared towards a student's specific mistakes or the computer can navigate the
student through a series of questions adapting to what the student appears to have
learned or not learned.
 19

The best examples follow a formative Assessment structure and are called
"Online Formative Assessment". This involves making an initial formative
Assessment by sifting out the incorrect answers. The author/teacher will then
explain what the pupil should have done with each question. It will then give the
pupil at least one practice at each slight variation of sifted out questions. This is
the formative learning stage. In LAMS V2.elearning has been replacing the
traditional settings Learning design is the type of activity enabled by software
that supports sequences of activities that can be both adaptive and collaborative.
The IMS Learning design specification is intended as a standard format for
learning designs and IMS LD Level A is supported due to its cost effectiveness.
 20

CHAPTER THREE

3.0 METHODOLOGY AND ANALYSIS OF THE EXISTING SYSTEM

3.1 Introduction

In the analysis of the existing system , the information gathered were

analyzed and restricted in a more relevant and useful data .Data analysis that was
gotten was based on the identification of the basic needs and also the structure of
project .The data gatherer shows that they are analyze restructured in a way that
the subsystem were system achieve efficiently. Learning facilities were provided
in this e-learning system which helps greatly in learning package .There are also
facilities for testing of knowledge

3.2 Methodology of data collection

After achieving software requirement, the next step was to source for
information relative to the subject. Information gathering can be gotten through
different sources.

1. Checking of result and calculating of great point together with credit load.
2. Testing the ability of students.
3. Knowing the reasons and importance of e-learning.
4. Specifically in computer.
5. Opportunity of reading e-books with other relevant articles.
6. Personal observation.

3.3 Objectives of the existing system

The objective of the system is to develop a good E-Learning system that will
help in teaching and acquiring knowledge in technology to the students.
 21

Home page

Student login

Start Quiz R Result checking Computer books

Fig 3.1 Information flow chart.

3.4 Input analysis

The student login forum is the input of the new system, the course
registration, and the result checking and computer science courses these types of
forums are gotten through the case study (Caritas University Computer Science).

3.5 PROCESS ANALYSIS

This is the process whereby you check for the correct answer and if you are
unable to supply the answer, the software will then provide the correct answer for
you.

3.6 Output analysis

E-learning is the major part of the output analysis.

3.7 Problem of the current system.

E-Learning plays a major role in education because without E-learning it

will be very hard for people to understand and learn fast. Qualified teachers are
very scarce. So there should be a system that can be used to train student in terms
of learning.
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3.8 Justifications for the new system

The organization and individuals benefit a lot from e-learningS because it

provides student with the opportunity to learn fast and have a good knowledge
with e-learning one can have access to the internet to be more acquainted
globally which makes learning more obtainable, affordable.
 23

CHAPTER FOUR

4.0 DESIGN AND IMPLEMENTATION OF THE NEW SYSTEM

4.1 Design standards

The new system is design to work with the standard software development
procedure .It is software structural that designed to meet up with student’s
requirements and also has a structure that can detect every activity that takes
place in the system. This e-learning is placed in VB 6.0 codes access the
performance of students.

4.2 Output specification and design

The output from the system is in the VB 6.0 Potable Document File (pdf)
format page and it is open for everybody that wants to have access to it and can
also be printed out any time.

4.3 Input specification and design

The input to the system comes from three forms .the first one is the quiz
form, secondly the checking of result and the last one is the computer science
books.

Question

Option A

Option B

Option C

Answer

Fig4.1 Question form

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Q Question

Answer

n
Fig 4.2 Computer science books

Y Your name

Your question

Fig4.3 Result checking

4.4 File design

SQL was used in the design .There are four tables used in the design the student
login, the admin login, the question structure, and forum structure

Field Name Field Type Collation

S Id- Int-(50)

Fig 4.4 Student login

Username Varcher(50) Utf-general-ci

Password Varcher(30) Utf-general-ci

 25

Fig 4.4: Student loging database structure

Field Name Field Type Collation

Id- Int(11)

Username Varcher Utf-general-ci

Password Varcher Utf-general-ci

Fig 4.5 Admin login

Field Name Field Type Collation

Id- Int(11)

Question Varcher(60) Utf-general-ci

Option 1 Varcher(60) Utf-general-ci

Option2 Varcher(60) Utf-general-ci

Option3 Varcher(60) Utf-general-ci

Option4 Varcheer(60) Utf-general-ci

;
 26

Fig 4.6 Question structure

Field name Field type Collation

Id- Int(50) Utf-general-ci

Name Varcher Utf-general-ci

Question Varcher Utf-general-ci

Fig 4.7 class forum structure

Procedure chart

Home page

9 Student login

C Class forum
Read book

Start quiz
 27

Fig4.8 Procedure chart

System Flowchrt

Input data

I Input from
keyboard
Report

CPU

Disk
Output data
storage

Fig 4.9 System Flowchart

4.5 System requirements

The new system was develop using the following software

which can make it to function effectively

1. Intel core 13 computer system

2. 252 KB RAM
3. At least 40 GB hard disk
4. Enhanced keyboard
5. Color monitor
6. Uninterrupted power supple

4.6 Software requirements

The software was developed using the following

 28

1. Visual Basic 6.0

2. Window XP
3. Graphical application

4 .7 Operational requirment

Visual Basic application is needed so that the new system can

function effectively.

4.8 Personal requirement

A computer system that has visual basic installed in it.

 29

4.9 PROGRAM FLOW CHART

Start

Home page

Select option

Enter the user

password
Yes If option

=Tutor

E Enter Yes If option

Question
=Questio
=tutor
n
=
Q
Enter Yes If option
Question =
=Answer
=

=too
S Stop

Fig 4.10 Program flow Chart

 30

Display
Home page

h
Select option from
the menu
10

Yes
If option Call topic 1
B = = Topic1

If option Yes
Call topic 2
T Topic 2

Yes
If option
Call topic 3
= =Topic 3

Stop

Fig 4.11 program flowchart

 31

CHAPTER FIVE

5. O Summary, Conclusion and Recommendation

In the completion of this project work, the following

achievements was made

1. Design and development of a computerized tutor.

2. Checking result was also design to help students check their results and also
know their CGPA. You can as well test student’s ability by answering the quiz
question.
3. Computer science courses were also included to enable students to read
courses and E-books.
4. The need of Visual basic is to design an application.

5.2 Conclusion

E-learning system as developed in this project will assist the user to test the
knowledge of people around and means of accessing the understanding increases.
With the advent of information in our developing and developed world, learning
facilities are now on the increase .E-learning has added a lot of advantages to the
training institutes as it teaches student and test their knowledge and add a lot of
advantages to education standard as it reduces examination malpractice in our
country.

5.3 Recommendation

E-learning should be use as part of teaching standard in education to enable

the student to acquire more knowledge.
 32

REFERENCES

Allen ,I. & Seaman. (2003). The Quality and Extent of Online Education in
United States .News Jersey: Wiley publishing.

Aleksandra ,Aristovnik. (2012). The Impact of ICT on Educational

performanceand its Efficiency in Selected EU & OECD countries.

Bloom, B., Jossey B., & John W. (2013). Taxonomy of Educational

Objectives. Bates, A. & Poole, G. Effective Teaching with Technology in
Higher Education. San Francisco:

Bååth , J. A. (2007) "Distance Students' Learning. Empirical Findings and

Theoretical Deliberations Blackboard. Com .

Crane, Beverley E.( 2009). "Using Web 2.0 Tools in the k-12 Classroom" Neal-
Shuman Publishers Inc.

Courts, B. & Tucker, J. (2012). Using technology to Create a dynamic

classroom esxperience. Journal of College Teaching & Learning (TLC).

Crane, Beverly E. (2009). "Using Web 2.0 Tools in the K-12 Classroom". Neal-
Schuman Publishers, Inc.

Dalsgaard, Christian. (2013). Social Software Learning. Beyond learning

Management Systems . Eurodl .org . University of Aarhus.

Dalsgaard, Christian. (2013) Social Software Learning. Beyond Learning

Management Systems . Eurodl.org. University of Aarhus.

Downes, S., Gilly, Salmon. & Kogan. (2008). E-learning 2.0.Downes. E-

moderating: The Key to Teaching and Learning Online.

Erick , C. (2010). Communication from the Commission: E-Learning –

Designing "Tejas at Niit" tomorrow’s education. Brussels: European
Commission

Informal description of Laurillard's Model

Johnson, Henry M. (2007). Dialogue and the construction of knowledge in e-

learning. Exploring students’ perceptions of their learning while using
 33

Blackboard’s asynchronous discussion board. European Journal of Open,

Distance and E-Learning .

Karrer, T. (2008). Corporate Long Tail Learning and Attention Crisis.

California: Sun Microsystems, Inc.

Manprit, Kaur. (2011). Using Online Forums in Language Learning and

Education". Student Pulse. Com.

Redecker, Christine. (2009). E-Learning in Tertiary Education. Where Do We

Stand? "Review of Learning Practices, Study on the Impact of Web
Innovations on Education and Training in Europe".

Strauss, Valerie. (2013.) Three fears about blended learning". The Washington
post.vol (3) 3-5.

Seely, Brown., John, Adler., & Richard, P. (2008). Minds on Fire, Open
Education the Long Tail and Learning. Washington: Grandmasters Inc

Sendall, P., Ceccucci, W. & Peslak, A. (2008).Web Matters. “An Analysis of

Implementing Web in the Classroom". Information Systems Education
Journal .

Tavangarian, D., Leypold, M., Nölting, K. & Röser, M. (2012). Is E-learning the
Solution for Individual Learning? Journal of E-learning.

Jörg, Unbehauen. (2013). "CrowdLearn: Crowd-sourcing the Creation of

Highly-structured E Learning Content". 5th International Conference on
Computer Supported Education. CSEU Auer, Sören: first Public Beta of
Slide Wiki org.
 34

Appendix A

Program source codes

Private Sub cmdcal_Click()

Dim intUnit1 As Integer

Dim intUnit2 As Integer

Dim intUnit3 As Integer

Dim intUnit4 As Integer

Dim intUnit5 As Integer

Dim intUnit6 As Integer

Dim intUnit7 As Integer

Dim intUnit8 As Integer

Dim intass1 As Integer

Dim intass2 As Integer

Dim intass3 As Integer

Dim intass4 As Integer

Dim intass5 As Integer

Dim intass6 As Integer

Dim intass7 As Integer

 35

Dim intass8 As Integer

Dim intquiz1 As Integer

Dim intquiz2 As Integer

Dim intquiz3 As Integer

Dim intquiz4 As Integer

Dim intquiz5 As Integer

Dim intquiz6 As Integer

Dim intquiz7 As Integer

Dim intquiz8 As Integer

Dim intexam1 As Integer

Dim intexam2 As Integer

Dim intexam3 As Integer

Dim intexam4 As Integer

Dim intexam5 As Integer

Dim intexam6 As Integer

Dim intexam7 As Integer

Dim intexam8 As Integer

Dim curtotal1 As Currency

 36

Dim curtotal2 As Currency

Dim curtotal3 As Currency

Dim curtotal4 As Currency

Dim curtotal5 As Currency

Dim curtotal6 As Currency

Dim curtotal7 As Currency

Dim curtotal8 As Currency

Dim curgrade1 As Currency

Dim curgrade2 As Currency

Dim curgrade3 As Currency

Dim curgrade4 As Currency

Dim curgrade5 As Currency

Dim curgrade6 As Currency

Dim curgrade7 As Currency

Dim curgrade8 As Currency

Dim curaverage As Currency

Dim curtotalunit As Currency

Dim curpoint1 As Currency

 37

Dim curpoint2 As Currency

Dim curpoint3 As Currency

Dim curpoint4 As Currency

Dim curpoint5 As Currency

Dim curpoint6 As Currency

Dim curpoint7 As Currency

Dim curpoint8 As Currency

Dim curTotalpoint1 As Currency

Dim curTotalpoint2 As Currency

Dim curTotalpoint3 As Currency

Dim curTotalpoint4 As Currency

Dim curTotalpoint5 As Currency

Dim curTotalpoint6 As Currency

Dim curTotalpoint7 As Currency

Dim curTotalpoint8 As Currency

Dim curlblover As Currency

'If IsNumeric(txtu1.Text) Then

If IsNumeric(txta1.Text) Then
 38

intUnit1 = Val(txtu1.Text)

intUnit2 = Val(txtu2.Text)

intUnit3 = Val(txtu3.Text)

intUnit4 = Val(txtu4.Text)

intUnit5 = Val(txtu5.Text)

intUnit6 = Val(txtu6.Text)

intUnit7 = Val(txtu7.Text)

intUnit8 = Val(txtu8.Text)

intass1 = Val(txta1.Text)

intass2 = Val(txta2.Text)

intass3 = Val(txta3.Text)

intass4 = Val(txta4.Text)

intass5 = Val(txta5.Text)

intass6 = Val(txta6.Text)

intass7 = Val(txta7.Text)

intass8 = Val(txta8.Text)

intquiz1 = Val(txtq1.Text)

intquiz2 = Val(txtq2.Text)
 39

intquiz3 = Val(txtq3.Text)

intquiz4 = Val(txtq4

intquiz5 = Val(txtq5.Text)

intquiz6 = Val(txtq6.Text)

intquiz7 = Val(txtq7.Text)

intquiz8 = Val(txtq8.Text)

intexam1 = Val(txte1.Text)

intexam2 = Val(txte2.Text)

intexam3 = Val(txte3.Text)

intexam4 = Val(txte4.Text)

intexam5 = Val(txte5.Text)

intexam6 = Val(txte6.Text)

intexam7 = Val(txte7.Text)

intexam8 = Val(txte8.Text)

curtotal1 = Val(lblt1.Caption)

curtotal2 = Val(lblt2.Caption)

curtotal3 = Val(lblt3.Caption)

curtotal4 = Val(lblt4.Caption)
 40

curtotal5 = Val(lblt5.Caption)

curtotal6 = Val(lblt6.Caption)

curtotal7 = Val(lblt7.Caption)

curtotal8 = Val(lblt8.Caption)

curgrade1 = Val(lblg1.Caption)

curgrade2 = Val(lblg2.Caption)

curgrade3 = Val(lblg3.Caption)

curgrade4 = Val(lblg4.Caption)

curgrade5 = Val(lblg5.Caption)

curgrade6 = Val(lblg6.Caption)

curgrade7 = Val(lblg7.Caption)

curgrade8 = Val(lblg8.Caption)

curaverage = Val(lblscore.Caption)

curtotalunit = Val(lblunit.Caption)

curpoint1 = Val(lblp1.Caption)

curpoint2 = Val(lblp2.Caption)

curpoint3 = Val(lblp3.Caption)

curpoint4 = Val(lblp4.Caption)
 41

curpoint5 = Val(lblp5.Caption)

curpoint6 = Val(lblp6.Caption)

curpoint7 = Val(lblp7.Caption)

curpoint8 = Val(lblp8.Caption)

curTotalpoint1 = Val(lbltp1.Caption)curTotalpoint2 = Val(lbltp2.Caption)

curTotalpoint3 = Val(lbltp3.Caption)

curTotalpoint4 = Val(lbltp4.Caption)

curTotalpoint5 = Val(lbltp5.Cap

curTotalpoint6 = Val(lbltp6.Caption)

curTotalpoint7 = Val(lbltp7.Caption)

curTotalpoint8 = Val(lbltp8.Caption)

End If

If IsNumeric(txta1.Text) Then

txta1 = Val(txta1.Text)

curtotal1 = intass1 + intquiz1 + intexam1

lblt1 = curtotal1

curTotalpoint1 = intUnit1 * curpoint1

lbltp1 = curTotalpoint1
 42

End If

If lblt1.Caption <= 39 The

lblg1.Caption = "F"

lblp1.Caption = "0"

lblt1.ForeColor = vbRed

lblg1.ForeColor = vbRed

ElseIf lblt1.Caption <= 45 Then

lblg1.Caption = "E"

lblp1.Caption = "1"

lblt1.ForeColor = vbBlack

lblg1.ForeColor = vbBlack

ElseIf lblt1.Caption <= 49 Then

lblg1.Caption = "D"

lblp1.Caption = "2"

lblt1.ForeColor = vbBlack

lblg1.ForeColor = vbBlack

ElseIf lblt1.Caption <= 59 Then

lblg1.Caption = "C"
 43

lblp1.Caption = "3"

lblt1.ForeColor = vbBlack

lblg1.ForeColor = vbBlack

ElseIf lblt1.Caption <= 69 Then

lblg1.Caption = "B"

lblp1.Caption = "4"

lblt1.ForeColor = vbBlack

lblg1.ForeColor = vbBlack

ElseIf lblt1.Caption <= 100 Then

lblg1.Caption = "A"

lblp1.Caption = "5"

lblt1.ForeColor = vbBlack

lblg1.ForeColor = vbBlack

Else

MsgBox "You cannot Score more than 100", vbOKCancel, "Check Your Score"

lblt1.Caption = ""

lblg1.Caption = ""

End If
 44

Private Sub cmdcal_Click()

Dim intUnit1 As Integer

Dim intUnit2 As Integer

Dim intUnit3 As Integer

Dim intUnit4 As Integer

Dim intUnit5 As Integer

Dim intUnit6 As Integer

Dim intUnit7 As Integer

Dim intUnit8 As Integer

Dim intass1 As Integer

Dim intass2 As Integer

Dim intass3 As Integer

Dim intass4 As Integer

Dim intass5 As Integer

Dim intass6 As Integer

Dim intass7 As Integer

Dim intass8 As Integer

Dim intquiz1 As Integer

Dim intquiz2 As Integer

Dim intquiz3 As Integer

Dim intquiz4 As Integer

Dim intquiz5 As Integer

Dim intquiz6 As Integer

Dim intquiz7 As Integer

Dim intquiz8 As Integer

 45

Appendix B

Homepage
 46

student login page

 47

computer science books

 48

Checking result