DEVELOPMENT OF A VIRTUAL ACADEMIC PLATFORM FOR SEAMLESS

STUDENT ACCESS TO MODULE RESOURCES

A case of University of Tourism, Technology and Business (UTB)

MUTUYIMANA Valentine

D/BBIT/20/01/12363

Research proposal submitted in partial fulfillment of the requirement for the

award in Bachelor degree with honors in Business Information Technology
submitted to school of Computing and Information Technology of the
University of Kigali

February, 2025
 DECLARATION
This research study is my original work and has not been presented to any other Institution. No
part of this research should be reproduced without the authors’ consent or that of University of
Kigali (UOK)

MUTUYIMANA Valentine

Signature ____________________ Date _____________

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 APPROVAL
This is to certify that the research project titled Virtual Academic Platform, with registration
number D/BBIT/20/01/12363, submitted to the University of Kigali, is an original work and has
been approved under my supervision. It fulfills the requirements for the award of a Bachelor’s
Degree with Honors in Business Information

TURINUMUKIZA Maurice

Signature…………………………………. Date……………………………….

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 Dedication

To the Almighty God for his guidance,

To my beloved Parents,

To my dear brothers and sisters,

To my family

To my classmates, friends and colleagues

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Acknowledgement
I sincerely acknowledge Almighty GOD who has given me the strength and guide my step
towards the success of this project and my gratitude also goes to my supervisor
TURINUMUKIZA Maurice for his fatherly advice and encouragement. I also acknowledge my
lecturers from the department of information technology and architecture for whose tutelage
have immensely contributed to my academic success both in learning and character. Last but not
the least; I extend my sincere thanks to my family members and my friends for their constant
support throughout this project.

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ABSTRACT
The goal of this project is to design and develop a Virtual Academic Platform to facilitate
seamless student access to module resources at the University of Tourism, Technology, and
Business. This web-based system aims to enhance the management and distribution of academic
materials, ensuring that students can efficiently access learning resources, assignments, and
lecture materials in a centralized and user-friendly environment. Key features of the system
include automated resource management, secure document storage, real-time access control, and
interactive learning tools. The platform will provide intuitive interfaces for students and faculty,
enabling smooth content uploading, structured course organization, and secure access to
academic resources. (Efuntade, 2023) The objective of this system is to improve learning
efficiency, ensure equitable access to course materials, and streamline academic content
management. The Virtual Academic Platform will be developed using PHP, MySQL, HTML,
JavaScript, and CSS, following the waterfall model for software development. Data collection
methods will include interviews with faculty and students, observations of existing resource-
sharing practices, a review of institutional policies, and desk research to guide system design and
implementation. This project aims to modernize and enhance the accessibility of academic
resources, providing a more structured and efficient digital learning experience (Nassr et al.,
2021).

KEYWORDS: Virtual platform, Module Resources, Assignment Management, Web-Based

System, User Experience (UX)

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 Table of Contents
DECLARATION............................................................................................................................i
Dedication......................................................................................................................................iii
ABSTRACT....................................................................................................................................v
LIST OF TABLES.........................................................................................................................x
LIST OF ABBREVIATIONS......................................................................................................xi
CHAPTER ONE: GENERAL INTRODUCTION AND BACKGROUND............................1
1.0 Introduction..........................................................................................................................1
1.1 Background of the study.....................................................................................................1
1.3 Problem statement...............................................................................................................3
1.4 The objectives of the study..................................................................................................4
1.4.0 General objective..........................................................................................................4
1.4.1 Specific objectives.........................................................................................................4
1.5 RESEARCH QUESTION...................................................................................................4
1.6 SIGNIFICANCE OF THE STUDY...................................................................................5
1.6.6 To government and policy makers..............................................................................6
1.7 Scope of the study................................................................................................................6
1.7.1 Content scope................................................................................................................6
1.8 Limitations............................................................................................................................7
2.0 Introduction..........................................................................................................................7
2.1 Definition of key terms........................................................................................................7
2.2.1 Application programming interface for virtual classroom.......................................7
2.2.2 User experience (ux).....................................................................................................8
2.2.3 User-centered design....................................................................................................8
2.2.7 Document verification api............................................................................................9
2.2.8 Virtual............................................................................................................................9
2.2.9 Management information system (MIS).....................................................................9
2.2 Review of Related Literature............................................................................................10
2.2.1 Empirical review.........................................................................................................10

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 2.2.4 Conceptual framework...............................................................................................14
3.0 Introduction........................................................................................................................17
3.1 Research design..................................................................................................................17
3.2.2 Sample selection..........................................................................................................19
3.3 Tools for data collection/instrumentation.......................................................................20
3.6 Validity and reliability......................................................................................................22
3.7 Ethical consideration.........................................................................................................22
CHAPTER FOUR: SYSTEM ANALYSIS, DESIGN AND IMPLEMENTATION.............23
4.0 SYSTEM STUDY..............................................................................................................23
4.1. INTRODUCTION............................................................................................................23
4.2. DATA ANALYSIS AND PRESENTATION..................................................................23
4.3 INTERPRETATION OF FINDING................................................................................24
4.3.1 Interview......................................................................................................................24
1.7 SUMMARIES OF FINDINGS.....................................................................................25
4.5. DESCRIPTION OF EXISTING SYSTEM....................................................................25
4.6 DESCRIPTION OF NEW SYSTEM...............................................................................25
4.6.1 Functional requirement..............................................................................................26
4.6.2 Nonfunctional requirement........................................................................................26
4.6.3 System specification....................................................................................................27
4.6.3.2 Software specification..............................................................................................27
4.7 SYSTEM DESIGN OVERVIEW.....................................................................................28
4.7.1 Dataflow diagram & process.....................................................................................28
1. Context diagram..................................................................................................................29
3. Entity.....................................................................................................................................29
4. Process..................................................................................................................................30
5. Data Flow..............................................................................................................................30
4.7.2 Use case and sequence diagram.....................................................................................31
REFERENCES............................................................................................................................33

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 LIST OF FIGURES

Figure 1: Conceptual frame work..................................................................................................16

Figure 3: Context level 0 diagram.................................................................................................29
Figure 4: Data Flow Diagram........................................................................................................31
Figure 5: Use case..........................................................................................................................32

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LIST OF TABLES
Table 1:Population table................................................................................................................19
Table 2: Sample table…………………………………………………………………………….20

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LIST OF ABBREVIATIONS
UTB: University of Tourism, Technology and Business (UTB).

BIT: Bachelor of Information Technology

SQL: Structured Query Language

MIS: management information system

BBIT: Bachelor of Business Information Technology
SQL: Structured Query Language
API: Application Programming Interface
AAM: Assignment Authentication Module

UTAUT: The Unified Theory of Acceptance and Use of Technology

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CHAPTER ONE: GENERAL INTRODUCTION AND BACKGROUND
1.0 Introduction
The Virtual Academic Platform for UTB is a web-based system designed to streamline the
process of accessing academic resources and managing tasks. It aims to enhance the learning
experience by centralizing course materials, assignments, and important updates in one digital
space. Lecturers can easily upload resources like notes, videos, and references, and assign tasks
with deadlines. Students, in turn, can access all relevant module content, view assignments, and
track deadlines in a user-friendly interface. Notifications keep students informed about new
materials and upcoming deadlines. With role-based access, the system ensures secure and
organized management of resources and tasks, improving communication and efficiency
between lecturers and students at UTB.

1.1 Background of the study

In the digital age, the integration of technology into education has become essential for creating
efficient, flexible, and interactive learning environments. Higher education institutions
worldwide are increasingly adopting digital platforms to enhance the learning experience,
making it easier for students to access resources and engage with academic content. The
University of Tourism, Technology, and Business (UTB) is no exception, as it strives to improve
the educational experience for its students by adopting technology-based solutions to facilitate
learning. This study explores the need for a Virtual Academic Platform that will centralize the
delivery of academic tasks, resources, and announcements for students at UTB. The traditional
methods of course delivery at UTB, like face-to-face teaching and the reliance on physical
handouts often result in delays and inefficiencies. For instance, students might not have access to
lecture materials in real time, making it difficult to keep pace with the course schedule. (Bates,
2015)

Moreover, lecturers may face challenges in managing tasks, grading assignments, and providing
timely feedback. These issues underscore the need for a more efficient and accessible system that
supports both teaching and learning. A Virtual Academic Platform can address these challenges
by offering a centralized, digital solution for managing course content and assignments. The
transition to digital platforms in higher education has been further accelerated by the rise of e-
learning and the increasing need for flexibility in learning environments. Studies show that

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digital platforms provide significant advantages, such as improved access to learning materials,
increased student engagement, and the ability to track academic progress efficiently. For
example, universities that have adopted learning management systems (LMS) have found that
students can access course content anytime, from anywhere, leading to better engagement and
performance (Garrison & Anderson, 2021). In line with these findings, UTB has recognized the
need to implement a digital platform that will not only provide students with access to academic
materials but also enhance communication between lecturers and students. A key feature of this
proposed Virtual Academic Platform is its ability to streamline task management. In traditional
settings, assignment submission and grading are often fragmented across different platforms or
conducted manually, which can lead to delays and miscommunication. By centralizing this
process, the platform can offer a more efficient system for both task submission and grading,
with automatic notifications and tracking of deadlines. This functionality would reduce the
administrative burden on lecturers and improve the overall academic experience for students.
Furthermore, providing real-time access to academic tasks ensures that students can manage their
schedules more effectively and stay up to date with their coursework. The academic landscape is
evolving, and the demand for flexible learning options continues to grow.

As students increasingly expect more access to digital learning tools, universities must meet
these expectations by adopting platforms that allow students to learn at their own pace, access
resources outside traditional classroom hours, and interact with course materials dynamically.
The blended learning model a combination of face-to-face and online learning has been widely
recognized for enhancing learning outcomes (Graham, 2006). This model allows students to take
advantage of both in-person and online resources, giving them more control over their learning
process. A Virtual Academic Platform supports this model by integrating digital resources, such
as lecture notes, videos, and interactive tasks, into a seamless system. At UTB, the need for a
centralized resource hub is paramount. Students currently face challenges in accessing up-to-date
course materials, assignments, and reference materials. These challenges are often compounded
by communication gaps between lecturers and students, particularly when important updates or
announcements are missed. The proposed platform aims to eliminate these barriers by offering a
centralized location where students can easily find all necessary resources for their courses, as
well as track their assignments and deadlines in real time. By doing so, the platform will not only
improve student engagement but also foster a more efficient academic environment where both

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students and lecturers can focus on learning and teaching rather than administrative tasks. The
proposed system will also provide robust analytics that can help lecturers track student
performance and progress. Such insights can inform instructional strategies, allowing educators
to tailor their teaching approaches based on the needs of individual students. Additionally,
students will be able to monitor their own progress through the platform, gaining greater control
over their learning experience. By facilitating this data-driven approach, the platform aligns with
the growing trend of personalized learning, which emphasizes tailoring the educational
experience to the needs of each learner. Moreover; the need for an easy-to-use interface cannot
be overstated. As the platform will cater to a diverse student body, it must be accessible to users
with varying levels of technical proficiency. Research on educational technologies shows that
user-friendly platforms are more likely to encourage engagement and participation from
students; Therefore, the development of the Virtual Academic Platform at UTB will focus on
creating an intuitive, responsive design that minimizes barriers to access and ensures students
can navigate the system easily. (Liu et al., 2014)

In conclusion, the development of a Virtual Academic Platform for UTB is an essential step
towards enhancing the educational experience for both students and lecturers. By providing a
centralized hub for course resources, tasks, and announcements, the platform will address current
inefficiencies in the delivery of academic content and task management. Furthermore, it will
support the growing trend of flexible, personalized learning by offering students more control
over their learning journey. Through the integration of modern educational technologies, UTB
can provide a more efficient, engaging, and accessible learning environment that better meets the
needs of its students in the digital age. (Siemens, 2015).

1.3 Problem statement

The University of Tourism, Technology, and Business (UTB) faces challenges in providing
timely and accessible academic resources and task management tools. Students struggle with
accessing up-to-date materials, assignments, and announcements due to fragmented
communication and traditional delivery methods. A significant number of students’ report
difficulty tracking assignments and deadlines. Research shows that centralized digital platforms
improve access to resources and student engagement. UTB lacks such a system, hindering
academic success. This study aims to develop a Virtual Academic Platform that will centralize

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course materials, assignments, and communication, improving efficiency and accessibility. The
platform will enhance student engagement and streamline task management, benefiting both
students and lecturers. Evidence from academic studies supports the need for such systems. This
platform will address the gaps in the current educational delivery at UTB. Ultimately, it will
foster a more organized and efficient learning environment (Marhad, 2024).

1.4 The objectives of the study

1.4.0 General objective
To develop a Virtual Academic Platform for UTB that centralizes access to course materials,
assignments, and announcements, improving communication and task management between
lecturers and students, thereby enhancing the overall learning experience and academic
efficiency.

1.4.1 Specific objectives

The specific objectives of the study will be to:

1. Develop a Virtual Academic Platform

2. Design an intuitive task management system
3. Implement real-time communication features
4. Integrate a resource management system

1.5 RESEARCH QUESTION

The research question will answer the following questions:

1. How can the Virtual Academic Platform be developed to centralize access to course
materials, assignments, and announcements for students at UTB?
2. How can an intuitive task management system be designed and developed to enable
students to submit assignments, track deadlines, and receive feedback from lecturers?
3. How can real-time communication features be integrated into the platform to facilitate
interaction and engagement between students and lecturers?
4. How can a resource management system be developed within the platform to organize
and provide easy access to academic resources like lecture notes, videos, and
references?

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1.6 SIGNIFICANCE OF THE STUDY
1.6.1 To students
The Virtual Academic Platform will provide students with seamless access to module resources,
assignments, and academic updates in real time. This will enhance their learning experience by
reducing delays, ensuring better organization, and allowing them to manage their coursework
more effectively.

1.6.2 To lecturers
Lecturers will benefit from an efficient system for uploading course materials, assigning tasks,
and tracking student progress. The platform will reduce administrative burdens, enabling them to
focus more on teaching and providing timely feedback to students.

1.6.3 To university administrators

The automated platform will help university administrators streamline academic resource
management, track student engagement, and improve communication between students and
lecturers. This will enhance operational efficiency and ensure smooth academic processes at
UTB.

1.6.4 To education sector

This study will contribute to the advancement of digital learning by providing a model for
integrating technology into higher education. It will serve as a reference for other universities
seeking to implement virtual academic platforms, promoting accessibility, flexibility, and
improved student engagement.

1.6.5 To technologists and innovators

The design and implementation of the automated system will serve as an example of how
technology can be applied to improve operational efficiency in educational settings, inspiring
future innovations in educational technology.

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1.6.6 To government and policy makers
This study will provide valuable insights for government and policymakers on how digital
academic platforms can enhance higher education by improving access to learning materials,
streamlining communication, and promoting e-learning. The findings can help guide policies that
support the integration of technology in universities to enhance the quality of education
nationwide.

1.7 Scope of the study

1.7.1 Content scope

This study will focus on the design, development, and testing of a Virtual Academic Platform to
enhance student access to module resources at the University of Tourism, Technology, and
Business (UTB). The platform will provide a centralized digital space for students to access
course materials, assignments, announcements, and academic updates. It will include key
functionalities such as document sharing, assignment submission, progress tracking, and real-
time notifications to improve communication and streamline academic resource management.
The system will be developed as a web-based platform, ensuring accessibility for both students
and lecturers.

1.7.2 Time scope

The study will be conducted over a period of three months, starting in November 2024 and
concluding in February 2025. This timeframe will encompass the analysis of the current system,
the design and development of the automated system, as well as testing and validation of its
functionality.

1.7.3 Geographical scope

The study will be conducted at the University of Tourism, Technology, and Business (UTB) in
Rwanda. The Virtual Academic Platform will be specifically tailored for use within UTB,
focusing on improving student access to module resources, enhancing communication between
lecturers and students, and streamlining the management of academic materials and assignments.

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1.8 Limitations
The study on the development and implementation of a Virtual Academic Platform at UTB is
subject to several limitations. One key limitation is technological constraints. The platform’s
functionality depends on internet connectivity and server capacity, which may affect accessibility
for some students and lecturers. Time constraints may also limit extensive long-term testing and
evaluation, as the study is conducted within a fixed period. Budget limitations could restrict the
inclusion of advanced features such as AI-driven recommendations, video conferencing, or
extensive data analytics. The success of the platform relies on stakeholder availability, including
university administrators, lecturers, and students. Limited participation may affect feedback
collection and system improvements. The scope of implementation is restricted to UTB, meaning
findings may not be directly applicable to other institutions without modifications. User training
and adaptation are potential challenges. Despite a user-friendly design, students and lecturers
may require training, which could be limited by time and resources. Environmental and technical
factors, such as power outages, cyber security threats, or system downtimes, may impact the
platform’s reliability. These limitations will be considered to ensure a practical and efficient
solution for enhancing student access to academic resources.

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction
The main objectives of the literature review are to identify the gap this project intends to fill and
to clarify the key terms and definitions related to the Application Programming Interface for
Virtual Classroom. The literature review involves collecting relevant data, analyzing existing
systems, identifying patterns in document authentication and online examination practices, and
drawing conclusions to guide the project development.

2.1 Definition of key terms

2.2.1 Application programming interface for virtual classroom
A system designed to ensure the authenticity, security, and integrity of digital documents through
secure communication protocols and verification processes. It includes functionalities for
document generation, authentication, secure data transmission, and comprehensive reporting.

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This framework aims to streamline document management processes, reduce risks of forgery,
and enhance the reliability of digital systems in educational institutions. The system supports
real-time verification and provides secure methods for managing examination records. (Dwivedi,
2020)
2.2.2 User experience (ux)
This pertains to the overall experience a user undergoes while interacting with the Application
Programming Interface for Virtual Classroom. In the context of online examination systems, it
involves how intuitive and user-friendly it is for administrators to manage exams and documents,
and for students to access and complete their examinations. A positive user experience is crucial
for enhancing satisfaction among users, ensuring the efficient use of the system, and fostering
trust in the authenticity and security of examination processes. (Ntoa, 2024)

2.2.3 User-centered design

This is a design approach focused on understanding the needs, preferences, and behaviors of
users to create highly usable and effective systems. In the context of the Application
Programming Interface for Virtual Classroom, user-centered design involves conducting research
and testing to develop a system tailored to the needs of administrators managing exams and
students interacting with the examination platform (Lowdermilk, 2014)

2.2.4 Management
The management can be explained by the organization and coordination of the activities of a
business in order the archive defined objectives. Management is often included as a factor of
production along with machines, materials and money with human being desire.
(lucey, terry, 2005)

2.2.5 System
System is an organized, purposeful structure that consists of interrelated and interdependent
elements (components, entities, factors, members, parts etc.). These elements continually
influence one another (either directly or indirectly) to maintain their activity and the existence of
the system, in order to achieve the goal of the system. All systems have inputs, outputs and

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feedback mechanisms, maintain an internal steady-state (called homeostasis despite a changing
external environment and have boundaries that are usually defined by the system observer.
(David, 2015)

2.2.6 Information system

Information system is an integrated set of components for collecting, storing, and process data
and for providing information, knowledge, and digital products. Business firms and other
organizations rely on information systems to carry out and manage their operations, interact with
their customers and suppliers, and compete in their marketplace. Information systems are used to
run inter-organizational supply chains and electronic market. (Valacich, 2008)

2.2.7 Document verification api

A Document Verification API is a software interface designed to authenticate and verify the
integrity of digital documents within an online system. In the context of an examination
platform, it ensures that exam-related documents, such as results and certificates, are genuine and
tamper-proof. This API integrates secure communication protocols and digital signatures,
providing a seamless and reliable method for document verification. (Zhao, 2021)

2.2.8 Virtual
The term "virtual" generally refers to something that exists or is made to appear through
computer technology but does not have a physical form. It can also imply something that is
simulated, not in the literal sense, but through software or other digital means. (2023)Oxford
English Dictionary

2.2.9 Management information system (MIS)

Management information system (MIS) refers to complementary networks of hardware and
software cooperating to collect, process, store, and disseminate information in order to support
the managerial role of levering information technology to increase business and value and profit.
For business MIS is a computerized database of financial information organized level
management (Shah, 2014)

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2.2 Review of Related Literature

2.2.1 Empirical review

In the United States, research has shown that virtual learning platforms significantly enhance
academic resource accessibility. A study by (Johnson and Clark (2018) )highlighted that digital
academic platforms improve student engagement, foster self-paced learning, and streamline
resource management for universities. Institutions that adopted such platforms experienced
increased efficiency in course content delivery and student interaction.

European studies also reflect similar trends, with a growing emphasis on digital transformation in
education. (Müller et al. (2020) ), Conducted a study in Germany, finding that virtual academic
platforms improved student performance and accessibility to academic materials. The study
emphasized the necessity of mobile-friendly and interactive features to accommodate diverse
learning styles. In Asia, particularly in countries like China and India, the integration of e-
learning systems has been widely adopted. (Li and Patel (2019) ) studied digital academic
platforms in Chinese universities, noting that cloud-based systems provided students with
seamless access to module resources and enabled real-time collaboration with instructors.,
(Similarly, 2021)Examined Indian institutions and found that virtual learning management
systems enhanced student participation and reduced administrative burdens on lecturers.

Australia has also embraced digital education solutions. A study by (Smith and Roberts ,2017))
investigated the role of online learning platforms in Australian universities, demonstrating that
such systems improved student autonomy, reduced costs associated with physical materials, and
enhanced learning flexibility. The study stressed the importance of integrating multimedia
resources for better knowledge retention. In Africa, the adoption of virtual academic platforms
has been slower due to infrastructural challenges but is gaining traction. In Nigeria, Adegbite and
Olanrewaju (2020) examined the impact of digital learning platforms, revealing that despite
limited internet access, universities that implemented virtual learning saw improved academic
performance and accessibility to resources. (Mukuni, J. (2019).)in South Africa found that
universities utilizing virtual platforms benefited from reduced operational costs and enhanced
student satisfaction.

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In East Africa, studies have explored the role of digital learning in educational institutions.
Kamau (2020) studied Kenyan universities and found that institutions with virtual academic
platforms experienced a decrease in resource mismanagement and an increase in student
engagement. (Kibuku, R. N., Ochieng, D. O., & Wausi, A. N. (2020))In Uganda reported similar
findings, emphasizing the importance of user-friendly designs and reliable infrastructure in
implementing digital learning solutions.

In Rwanda, the integration of technology into education has been a key focus. The Rwanda
Education Board (REB, 2020) )has promoted digital learning initiatives, yet many universities
still rely on traditional teaching methods. A study by (Habimana et al. 2023) highlighted that
virtual academic platforms could significantly enhance resource accessibility, student
collaboration, and lecturer efficiency. However, challenges such as internet connectivity and
digital literacy remain barriers to widespread adoption. In Kigali, some universities have begun
integrating digital learning tools. (Uwizeye et al. 2022), Explored the implementation of virtual
academic platforms in Kigali-based institutions, finding that digital platforms improved
knowledge retention, reduced learning disparities, and facilitated flexible learning schedules. The
study also emphasized the need for proper training and technical support to ensure successful
adoption. In conclusion, the empirical studies reviewed indicate a growing global trend toward
the adoption of virtual academic platforms. While these systems offer numerous benefits,
challenges such as infrastructure limitations, internet connectivity, and digital literacy need to be
addressed, particularly in developing regions like Rwanda. The insights from these studies will
guide the development of a virtual academic platform at UTB, ensuring it meets the institution’s
needs while overcoming common implementation challenges.

2.2.2 Theoretical review

The theoretical review explores key theories that provide a foundation for understanding the
development and implementation of virtual academic platforms in higher education. These
theories help to analyze the role of technology in enhancing student access to academic resources
and improving learning experiences. One of the most relevant theories is Constructivist Learning
Theory, developed by Jean Piaget (1936). Piaget’s theory suggests that learners actively
construct their knowledge based on experiences rather than passively receiving information. In
the context of the Virtual Academic Platform, this theory emphasizes the importance of an

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interactive digital learning environment where students can engage with course materials,
collaborate with peers, and access learning resources at their convenience. The platform should
be designed to facilitate self-directed learning, enabling students at the University of Tourism,
Technology, and Business (UTB) to explore, interact, and apply knowledge in real-world
contexts.

Another critical theory is Social Learning Theory, proposed by Albert Bandura (1977).
Bandura’s theory highlights that learning occurs through observation, imitation, and interaction
with others. The Virtual Academic Platform aligns with this theory by incorporating features
such as discussion forums, real-time collaboration, and peer-to-peer learning mechanisms. These
elements foster an environment where students learn from each other, share knowledge, and
engage in academic discourse, ultimately enhancing their understanding of module resources.
The Media Richness Theory, developed by Richard L. Daft and Robert H. Lengel (1986), is also
relevant to this study. This theory posits that different communication media vary in their ability
to convey rich and complex information. According to Daft and Lengel, a rich medium (e.g.,
video lectures, live webinars) is more effective for complex, ambiguous learning tasks, whereas a
lean medium (e.g., text-based resources) is suitable for straightforward information sharing. The
Virtual Academic Platform should integrate multiple forms of media, such as text, videos,
interactive simulations, and real-time lectures, to ensure an effective and engaging learning
experience for students. Lastly, the Unified Theory of Acceptance and Use of Technology
(UTAUT) by Venkatesh, Morris, and Davis (2003) provide a comprehensive framework for
understanding user adoption of new technologies. UTAUT identifies four key factors influencing
technology acceptance: performance expectancy, effort expectancy, social influence, and
facilitating conditions. In the context of the Virtual Academic Platform, students’ acceptance and
engagement will depend on how useful they perceive the platform to be, how easy it is to use, the
influence of peers and instructors, and the availability of technical support. This theory is
essential in assessing the likelihood of successful adoption and long-term sustainability of the
platform at UTB.

In conclusion, these theories collectively provide a strong foundation for analyzing the
development and adoption of a Virtual Academic Platform at UTB. Constructivist Learning
Theory and Social Learning Theory highlight the importance of active student engagement and

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collaboration. Media Richness Theory informs the selection of appropriate content delivery
methods, while UTAUT explains the factors influencing technology adoption. By integrating
these theoretical perspectives, the study ensures a well-rounded approach to designing an
effective and user-friendly digital learning environment.

2.2.3 Summary of the gap

The gap identified in this research relates to the challenges students face in accessing academic
resources due to the lack of a centralized and efficient virtual platform, particularly at the
University of Tourism, Technology, and Business (UTB). Currently, many universities,
including UTB, rely on traditional methods such as printed handouts, email distribution, or
scattered online systems, which often result in delays, inconsistent access, and difficulties in
tracking learning materials. These inefficiencies can hinder students’ ability to engage with their
coursework effectively and limit flexibility in accessing module resources anytime and
anywhere. Although universities worldwide are increasingly adopting digital learning platforms,
many institutions in developing countries like Rwanda have been slow to implement fully
integrated systems that provide structured and real-time access to academic materials. Existing
research has extensively explored e-learning systems and digital education, but little attention
has been given to the development of institution-specific virtual academic platforms that cater to
the unique needs of universities like UTB. There is also a lack of research on how such platforms
can be designed to accommodate limited internet access, ensure user-friendliness, and integrate
seamlessly into existing academic workflows.

Furthermore, in the context of Rwanda’s higher education sector, there is a noticeable gap in the
adoption of virtual academic platforms tailored to local institutions. Without a dedicated system
for managing and distributing module resources efficiently, students may struggle to retrieve
lecture notes, assignments, and supplementary materials, leading to gaps in their learning
process. Addressing these challenges requires a customized solution that not only enhances
accessibility but also ensures reliable, flexible, and user-friendly resource distribution for
students and faculty alike.

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2.2.4 Conceptual framework
The Virtual Academic Platform for Seamless Student Access to Module Resources at the
University of Tourism, Technology, and Business (UTB) is designed to streamline the
management and accessibility of academic materials. The system incorporates distinct roles to
ensure efficient operation and seamless interaction between administrators, lecturers, and
students.

The Administrator (Admin) is responsible for managing system access, ensuring security, and
overseeing the organization of academic resources. Admins authenticate their identity to log into
the system and manage user accounts, which includes creating, updating, or deleting accounts
and assigning specific roles. They also oversee security protocols to protect the platform from
unauthorized access and cyber threats, ensuring data integrity. Additionally, the Admin is tasked
with maintaining the platform’s functionality, addressing technical issues, and ensuring that the
system operates smoothly for all users.

The head of department (HOD) accessing a virtual academic platform would oversee the
seamless operation of the system, ensuring that faculty and students have easy access to all
necessary module resources. This includes managing and organizing course content, ensuring
that materials are up-to-date and accessible. The HOD would also support students and faculty,
assisting with any access issues or troubleshooting needs. By reviewing data analytics on student
engagement and performance, they can identify areas for improvement and make adjustments to
teaching strategies. Additionally, the HOD would communicate updates, deadlines, and
important announcements via the platform, while also ensuring compliance with institutional
policies, particularly regarding data privacy and copyright. Gathering feedback from users to
improve the platform's effectiveness would also be a key responsibility, ensuring a smooth and
efficient learning experience for all involved.

The Lecturer plays a crucial role in managing academic content within the platform. They are
responsible for uploading, organizing, and updating course materials such as lecture notes,
assignments, and supplementary resources. Lecturers log into the system to ensure that students
have timely access to necessary materials. They can also modify and delete outdated resources to
maintain the relevance of the academic content. Moreover, they are responsible for scheduling

14
the release of materials; ensuring students receive content in alignment with the academic
calendar.

The Student is the primary end-user of the platform, utilizing it to access learning materials,
submit assignments, and stay informed about their academic progress. Students log into the
system to download lecture notes and assignments provided by lecturers. They can also upload
completed assignments within the designated submission deadlines. Additionally, students
receive real-time notifications regarding new materials, submission deadlines, or updates from
lecturers. Their ability to track uploaded content ensures that they remain organized and up to
date with coursework. At the core of the system is the Virtual Platform, which acts as the central
hub for academic content management. The system allows for seamless access and retrieval of
learning materials, ensuring efficiency in content delivery. It facilitates structured content
organization based on courses, modules, and instructors. The platform also incorporates security
measures to restrict unauthorized modifications and prevent data loss. With real-time updates
and notifications, students, lecturers, and HODs stay informed about academic developments.
This system, which integrates both administrative and academic functionalities, enables smooth
coordination between resource management and student access. The flexibility of the platform
allows for easy updates and modifications to academic materials, while security protocols ensure
the protection of information. The roles of the Admin, Lecturers, and Students are clearly
defined, ensuring that academic resources are efficiently distributed, accessed, and managed
within UTB’s Virtual Academic Platform.

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 HOD
 Log in/out
 view courses
 access the uploaded
content/document
 access modules

LECTURES
STUDENT
 Login/out
 Login/logout
 upload
 Access course
 create &manage
VIRTUAL ACADEMIC materials
assignment
PLATFORM  Submit
 Process marks and
assignments
provide feed back
 Receive feedback
 Send notification
 Receive
 Update course
notification
content
ADMIN
 Manage users
 Ensure system security
 Ensure system
performance

Figure 1: Conceptual frame work

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CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction
This chapter explains methods which are used to collect data during research and software tools
used to collect data and information for the purpose of making decision. The methodology may
include publication research interview, surveys and other research techniques. This chapter also
describes the system development method. A system development methodology in software
engineering is a framework that is used to structure, plan as well as control the process of
developing an information system

3.1 Research design

As outlined on Scribbr.com, a research design is a strategy for answering research questions
using empirical data. A well-planned research design ensures that the methods align with the
research objectives and that the appropriate analysis is applied to the data (Learneo, n.d.). This
study will employ a mixed-methods research design, combining both quantitative and qualitative
approaches to assess the effectiveness of the virtual academic platform. The quantitative aspect
will involve the use of questionnaires and interviews to gather numerical data, which will help
evaluate the performance and impact of a virtual academic platform. The qualitative aspect will
involve interviews to gather in-depth insights into the challenges of the current manual access to
module resources process at UTB, as well as the perceptions of stakeholders regarding the new
system. By integrating both methods, this design will allow for a comprehensive analysis of the
existing challenges, the development of the virtual academic platform, and its effect on access to
module resources and operational efficiency.

3.1.1 Qualitative Data Collection

Qualitative data was gathered through interviews and questionnaires directed at key
stakeholders, Head of departments, Lecturers, and students. These interactions provided valuable
insights into the challenges and expectations about Virtual academic platform. By exploring the
experiences of these participants, the research uncovered critical issues such as accessibility, task
management, and resources management. Open-ended questions encouraged respondents to
share their thoughts and suggestions, enriching the qualitative dataset.

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3.1.2 Quantitative Data Collection

The qualitative aspect will involve interviews to gather in-depth insights into the challenges of
the current manual access to module resources process at UTB, as well as the perceptions of
stakeholders regarding the new system. By integrating both methods, this design will allow for a
comprehensive analysis of the existing challenges, the development of the virtual academic
platform, and its effect on access to module resources and operational efficiency.

3.1.3 Software Development Method

Agile Development Methodology In this dissertation, the design and implementation of the
Virtual academic platform was based on the Agile development methodology. Agile is not
merely a framework but a philosophy that advocates for adaptability, collaboration, and
continuous improvement (Cao, 2009). This approach fits perfectly in this project, where fast
iterative cycles and quick reaction to users' feedback are a must for creating a system that would
finally answer the needs of its users. Agile splits the development process into manageable
sprints, where focus becomes on specific aspects of the features and functionalities. This iterative
cycle allows continuous consultations of stakeholders-for example, Head of department,
lecturers, and students at UTB. By integrating their comments at every step in the whole process
I will be sure that the results will not only be correct technically but also user-friendly, effective
and relevant to solving real-life problems of access to module resources.

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3.2 Population and selection of sample
The population for this study consists of 778 participants from the University of Tourism,
Technology, and Business (UTB), including, heads of departments (HODs), lecturers, and IT
students who are in their second year. Heads of departments (HODs) play a supervisory role in
ensuring that lecturers upload relevant course materials and that students have timely access to
academic content. Lecturers contribute by uploading, organizing, and updating course materials,
ensuring that students receive the necessary learning resources. Students, as the primary users,
rely on the platform to access lecture notes, assignments, and other academic materials essential
for their studies. This diverse population provides a comprehensive perspective on the system's
impact on accessibility, learning efficiency, and academic resource management at UTB.

Category Population

IT students in second year 753

Head of Department 5

Lecturers 20

Total Population 778

Table 1: Population categories

3.2.2 Sample selection

Sample size refers to the number of individuals, items, or elements selected from a larger
population to be included in a sample for research or statistical analysis.

According to (Yamane, 1967), this formula will be used to calculate the sample sizes,

N
n= 2
1+ N (e)

Where:

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n = Sample size

N = Total population size

e = Desired level of precision (margin of error 0.1)

Category Population Sample Technique of sampling

IT Students in 753 261 Universal sampling

second year

Head of department 5 5 Universal sampling

Lecturers 20 20 Universal sampling

Total 778 276

Table 2: Sample size

3.3 Tools for data collection/instrumentation

For data collection, two main tools will be used: a questionnaire and interviews. The
questionnaire will be administered to students to gather insights into the effectiveness and
challenges of the current manual module resources access. It will explore areas such as time
management, the impact of delays, and the potential benefits of Virtual academic platform. On
the other hand, semi-structured interviews will be conducted with Head of Department (HoD)
and Lecturers to collect qualitative data. These interviews will gather detailed feedback about
their experiences with the current system, the perceived advantages of automation, and their
expectations from the automated system. This combination of tools will provide a
comprehensive analysis of the system's performance and its potential impact on school
operations from both a student and lecturers perspective.

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3.4 Data collection procedure
The data collection procedure will involve both primary and secondary data sources. Primary
data will be collected through a questionnaire administered to students and semi-structured
interviews conducted with the administrations and teachers. The questionnaire will gather
insights from students on the challenges and effectiveness of the current manual module
resources access system, while the interviews will provide qualitative data from the
administrations and teachers about their experiences with the system and their expectations for
the Virtual academic platform. Secondary data will be collected from the internet, including
relevant literature, reports, and studies on virtual academic platform. The combination of primary
and secondary data will provide a comprehensive understanding of the current system’s
performance and the potential advantages of a virtual academic platform.

3.5 Data analysis presentation

The data collected will be analyzed using both quantitative and qualitative techniques to evaluate
the current manual system for accessing module resources and the effectiveness of the proposed
virtual academic platform. For quantitative analysis, descriptive statistics such as mean,
frequency, and percentage will be used to analyze the responses from the student questionnaires.
This will help quantify the challenges, effectiveness, and benefits of the bell systems, particularly
focusing on aspects like time management, delays, and overall user satisfaction. The analysis
will compare the data from before and after the implementation of the virtual academic platform,
specifically assessing disruptions, delays, and the accuracy and timeliness of the virtual academic
platform. The results will be presented using tables, charts, and graphs to clearly illustrate the
differences between the manual and automated systems in terms of efficiency and user
satisfaction. For qualitative analysis, thematic analysis will be applied to the interview data from
the administrations and teachers.

This will identify recurring themes related to the experiences with the current and virtual
academic platform, including any challenges faced during implementation. Feedback regarding
system flexibility, and ease of use. The findings will be presented in narrative form, providing
insights into user perceptions and expectations, as well as a deeper understanding of the system's
impact on school operations. By combining both quantitative and qualitative analyses, a

21
comprehensive evaluation of the virtual academic platform’s performance, effectiveness, and
user satisfaction will be provided.

3.6 Validity and reliability

To ensure validity, the data collection instruments, including the questionnaire and semi-
structured interviews, will be reviewed by experts in educational technology and systems design.
This review will ensure that the instruments accurately capture the information necessary to
assess both the current manual module resources access and the proposed virtual academic
platform. A pilot study will be conducted prior to full-scale data collection, allowing for testing
and refinement of the instruments to ensure they effectively measure the intended variables. For
reliability, consistent procedures will be followed throughout the data collection and analysis
processes. Triangulation will be employed by using multiple methods—questionnaires,
interviews, and feedback during system development—to cross-check findings and ensure
consistency in the results. Additionally, iterative improvements will be made to the virtual
platform based on continuous feedback from users, ensuring that it meets their needs and
operates reliably across different scenarios. These measures will enhance both the validity and
reliability of the study, providing robust and credible results.

3.7 Ethical consideration

Ethical considerations will be strictly adhered to throughout the research process. Informed
consent will be obtained from all participants, including students, staff, and faculties, ensuring
they are fully aware of the study’s purpose and voluntarily agree to participate. Confidentiality
will be maintained all personal information and responses, which will be used exclusively for the
research. Transparency will be upheld by sharing the study’s findings with all relevant
stakeholders, including the administration, faculty, staff, and students at University of Tourism,
Technology and Business. The study will be conducted with the utmost care to ensure no harm
or discomfort to participants, and they will retain the right to withdraw from the study at any
time without any negative consequences. These ethical principles will guide the research and
ensure the protection and respect of all participants involved.

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 CHAPTER FOUR: SYSTEM ANALYSIS, DESIGN AND
IMPLEMENTATION
4.0 SYSTEM STUDY
System study is by definition a process of system investigation for the purpose of gathering data,
interpreting the facts, diagnosing the problem and using this information to either build a
completely new system or to recommend the improvement to the existing system. designing is
the process of designing the architecture components, modules, Interfaces and data for a system
to satisfy specifying requirements, system design is done from the study of the existing system
in order to determine which changes will be needed to incorporate the user needs that were not
met by the existing system. In the system development process, the researcher focuses on their
activities directly related to production of system for example waterfall model was used during
the development of the application.

4.1. INTRODUCTION
This chapter covers the system analysis which describes the process that focus on the analysis of
existing system, requirement specification, and the overall architecture of the new system. In
addition, system analysis helps the researcher in understanding and identifying the user and
system requirements of the proposed system as well as how to design and model the proposed
system to come up with a working solution.

4.2. DATA ANALYSIS AND PRESENTATION

System analysis is a problem-solving technique that decomposes a system into its component
Pieces for the purpose of studying how well those component parts work and interact to
accomplish their purpose. It is driven by the business concerns of system owners and system
Users. Hence, it addresses the Data, Process and interface building blocks from system owners‟
And system users‟ perspectives. System analysis was part of the preliminary investigation of the
previous system and a detailed Study of the previous system was done in order to find out the
difficulties and problems of that system, the user requirements, the inputs to the system and the
outputs generated and to later Help in pinpointing the system goals and also to determine the

23
boundary of the proposed project by taking into consideration the limitations of the available
resources.

4.3 INTERPRETATION OF FINDING

A system investigation was carried out to establish how the existing system functions and what
its problems were. In carrying out an investigation, information about the current system was
Collected and by noting the problems and requirements described by the users of the current
System from which the required system was build.

The following fact-finding techniques were used to help in system investigation:

4.3.1 Interview
INTERVIEW GUIDE

Interviewee: University of Tourism, Technology, and Business (UTB)

Subject:
 Open the interview
 State the purpose of the interview.

Question 1
What do you think about the current system?

Question 2
Do you find any problems in using the current system? If yes, name then.

Question 3
How do delays or difficulties in accessing module resources impact student learning and
academic performance
Question 4
What security measures are currently in place to protect academic documents and prevent
unauthorized access?
Question 5
Do you believe that a virtual academic platform would improve efficiency and accessibility for
students and faculty? Why or why not?

24
Question 6
What improvements would you like in the new system?

Conclude the interview: thank the interviewees

1.7 SUMMARIES OF FINDINGS

2. The current system for accessing module resources at the University of Tourism,
Technology, and Business (UTB) is inefficient, leading to delays in retrieving essential
academic materials.
3. The existing methods lack accuracy in ensuring secure storage and retrieval of learning
materials, posing challenges in managing sensitive academic content effectively.

4.5. DESCRIPTION OF EXISTING SYSTEM

 The current methods of accessing and sharing module resources at UTB present several
challenges that affect operational efficiency and student learning:
 Inefficiency in Resource Access: Students and faculty rely on manual or outdated
digital methods, such as email or printed handouts, leading to delays and difficulties in
retrieving learning materials.
 Lack of Security Measures: The absence of centralized authentication and access
control increases the risk of unauthorized access and data loss.
 Fragmentation of Resources: Academic materials are stored and shared across multiple
uncoordinated platforms, creating confusion and inefficiency for students and faculty.
 Limited Accessibility: The current system does not support seamless remote access to
module resources, restricting students from retrieving materials at their convenience and
impacting learning flexibility

4.6 DESCRIPTION OF NEW SYSTEM

The proposed Virtual Academic Platform for Seamless Student Access to Module Resources
aims to address the challenges of the current system and provide the following benefits:
 Centralized Resource Management: A unified platform that enables secure uploading,
sharing, and retrieval of academic materials, ensuring all module resources are easily
accessible in one place.
 Enhanced Security Features: Implements secure login, role-based access control, and
encryption mechanisms to protect sensitive academic content from unauthorized access.

25
  Improved Efficiency: Reduces delays in accessing learning materials by automating
resource distribution, eliminating reliance on outdated methods.
 Remote Accessibility: Allows students and faculty to access module resources anytime,
anywhere, supporting flexible and uninterrupted learning.

4.6.1 Functional requirement

The functional requirements describe the core functionality of the system. This section
includes the data and functional process requirements.

Examples of Functional Requirement

 The software must retrieve, update and store from multiple input.
 The software must allow full and complete record of full of user’s
information.
 The software must allow the manager to check user status.

4.6.2 Nonfunctional requirement

The nonfunctional requirement describes the performance attributes of the system. It
concentrates on the users‟ expectation.

Examples of non-functional requirement

 A website should be capable enough to handle 20 million users without

affecting its performance.
 Every unsuccessful attempt by a user to access an item of data should be
recorded.
 Performance and scalability. How fast does the system return feedback and
how much this performance change with workloads?
 Portability and compatibility. Which hardware, operating systems, browsers,
and their versions does the software run on? Does it conflict with other
applications and process within environment?

26
  Reliability, availability, and maintainability. How often does the system
experience critical failures? And how much time is it available to users
against downtimes?
 Security. How are the system and its data protected against attacks?

4.6.3 System specification

4.6.3.1 Hardware specification
 Computer hardware specifications are technical descriptions of the
computer’s components and capabilities. Processor speed, model and
manufacturer. Processor speed is typically indicated in gigahertz (GHz) the
higher the number, the faster the computer.
 RAM (random access memory), this is typically indicated in gigabyte (GB).
the more Ram in a computer the more it can do simultaneously.
 Hard disk (sometimes called ROM) space, this is typically indicated in
gigabytes (GB) and refers generally to the amount of information your
computer holds.
 Other specifications might include network (Ethernet or Wi-Fi) adapters

We recommend again to the future researchers to improve this project, to add more
functionality that can help the user of this system, they should also improve the interface so
that it looks more interesting to the user, and the other researchers should also use new
advanced software in order to enhance the security of this system because for us some
objectives have not well achieved caused by short Time for completing what was supposed
to be implemented.

4.6.3.2 Software specification

Microsoft Windows operating system like windows 10, windows 7 and another
version of windows.

 Operating System: Microsoft Windows operating systems, including Windows 10,

Windows 7, and other supported versions.

27
  PHP: PHP is used as the primary programming language for building the system's
backend functionality and handling server-side operations.
 MySQL: MySQL serves as the database management system for storing and managing
the data related to document sharing and user activities.
 HTML and CSS: HTML is used for structuring the web pages, while CSS is employed
for styling and enhancing the visual design of the system.
 JavaScript: JavaScript is integrated to enable interactive features and improve the
system's user interface and experience.

 Web Browsers: The system supports all modern web browsers, as they are essential for
accessing and interacting with the platform

4.7 SYSTEM DESIGN OVERVIEW

The system design of the Virtual Academic Platform for Seamless Student Access to Module
Resources encompasses various aspects, including architectural design, user interface design,
and database design. This section provides an overview of the design considerations and
strategies employed in each of these areas to ensure the system's effectiveness, usability, and
scalability.

4.7.1 Dataflow diagram & process

4.7.1.1 Context Level 0 diagram
This context-level diagram is next "exploded", to produce a Level 0 Diagram that shows some of
the detail of the system being modeled. The Level 0 Diagram shows how the system is divided
into sub-systems(processes), each of which deals with one or more of the data flows to or from an
external agent, and which together provide all of the functionality of the system as a whole. It also
identifies internal data stores that must be present in order for the system to do its job and shows
the flow of data between the various parts of the system.

28
Figure 2: Context level 0 diagram

Source: Own drawing

1. Context diagram

Context diagram is a graphic diagramming tool that uses a few simple symbols to illustrate the
flow of data among external entities, processing activities, and data storage elements.

Context diagram reveal relationships among and between the various components in a program or
system. Context diagram consist of four major components: entities, processes, data stores and
data flow.

2. Context Diagrams symbols

Context Diagrams are composed of the four basic symbols shown below.

3. Entity

The external entity represents the actors outside the system that interacts with the system. Also

External Entity exist in the system's environment and either provide data to the system (sources)
or receive data from the system (sinks).

29
 4. Process

Process is a transformation that inputs one type of data and outputs a different type. It is a
conversion of data from one form to another. A process cannot output data without getting some
in, data cannot be created in a process.

5. Data Flow

A Data Flow is a movement of information within the system or across the system boundary. A
data flow which crosses the system boundary to enter the system is called a net system input or
simply System Input.

A data flow which crosses the boundary to leave the system is called a net system output or
System Output.

4.7.1.2 Data flow diagram level 1 and level 2

1. Data Flow Diagram for project.

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Figure 3: Data Flow Diagram

Source: Own drawing

4.7.2 Use case and sequence diagram

The Use-Case Diagram for the Virtual Academic Platform for Seamless Student Access to
Module Resources outlines the various interactions between users and the system, capturing the
functional requirements from the user's perspective. It illustrates the different actions or
functionalities available to users within the platform, such as uploading and downloading
module resources, managing user accounts, accessing learning materials, and tracking resource
usage. The diagram clarifies the roles of different user types, such as students, lecturers, and
administrators, and defines the specific interactions they can have with the system to ensure
efficient access and management of academic resources at UTB have with the system

31
Figure 4: Use case

diagram Source: Own drawing

32
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