ABSTRACT
The increasing popularity and availability of technology has revolutionised the education industry leading to the emergence of e-learning as an effective alternative to traditional classroom learning. The use of technology has changed the way things are done, including in universities where teaching and learning processes are changing, and it is required to know the effect of technology on student achievement. This project aims to design and implement an e-learning platform for a university-level course in computer science. The platform will incorporate various features to enhance the learning experience for students, including multimedia resources, and assessment tests. This project adopts the ADDIE model to explore the significance of instructional design and interactivity in e-learning. The platform employs an asynchronous approach to learning, which is found to be more favoured by learners, according to research. The study seeks to identify the efficacy of the ADDIE model in promoting effective e-learning outcomes by focusing on key factors such as instructional design, interactivity, and asynchronous learning. Ultimately, this research aims to contribute to the ongoing efforts to improve e-learning methods and platforms, with a view to enhancing the overall quality of educational experiences for learners.
TABLE OF CONTENT
TITLE PAGE………………………………………………………………………………………………………………………………………. I
CERTIFICATION……………………………………………………………………………………………………………………………….. II
DEDICATION…………………………………………………………………………………………………………………………………… III
ACKNOWLEDGEMENT……………………………………………………………………………………………………………………. IV
ABSTRACT……………………………………………………………………………………………………………………………………… V
TABLE OF CONTENT………………………………………………………………………………………………………………………. VI
INTRODUCTION……………………………………………………………………………………………………………………………….. 1
1.1 BACKGROUND OF THE STUDY……………………………………………………………………………………………… 1
1.2 STATEMENT OF THE PROBLEM……………………………………………………………………………………………. 2
1.3 AIM AND OBJECTIVES…………………………………………………………………………………………………………… 3
1.4 SIGNIFICANCE OF THE STUDY……………………………………………………………………………………………… 3
1.5 SCOPE OF THE STUDY…………………………………………………………………………………………………………. 3
1.6 GENERAL LIMITATION OF E-LEARNING PLATFORMS……………………………………………………………. 3
1.7 DEFINITION OF TERMS…………………………………………………………………………………………………………. 4
CHAPTER TWO……………………………………………………………………………………………………………………… 5
LITERATURE REVIEW……………………………………………………………………………………………………………………… 5
2.1 E-LEARNING OVERVIEW……………………………………………………………………………………………………….. 5
2.1.1 E-LEARNING DEFINITIONS……………………………………………………………………………………………. 5
2.1.2 E-LEARNING FEATURES……………………………………………………………………………………………….. 5
2.1.3 E-LEARNING COMPONENTS…………………………………………………………………………………………. 6
2.2 APPROACHES TO E-LEARNING…………………………………………………………………………………………….. 7
2.2.1 DIFFERENCES BETWEEN ASYNCHRONOUS AND SYNCHRONOUS LEARNING…………….. 8
2.3 E-LEARNING DESIGN AND INSTRUCTIONAL DESIGN……………………………………………………………. 8
2.3.1 INSTRUCTIONAL DESIGN……………………………………………………………………………………………… 8
2.3.2 APPLYING DESIGN TO E-LEARNING……………………………………………………………………………… 9
2.3.3 INSTRUCTIONAL DESIGN MODELS……………………………………………………………………………… 10
ADDIE MODEL……………………………………………………………………………………………………………………… 10
2.4 INSTITUTIONAL ISSUES WITH E-LEARNING………………………………………………………………………… 11
2.5 POPULAR E-LEARNING PLATFORMS…………………………………………………………………………………… 12
2.6 LEARNING MANAGEMENT SYSTEM (LMS)…………………………………………………………………………… 12
2.6.1 USES OF LMS……………………………………………………………………………………………………………… 13
2.6.2 FEATURES OF LMS……………………………………………………………………………………………………… 13
2.6.3 TYPES OF LMS……………………………………………………………………………………………………………. 13
2.7 REVIEW OF EXISTING E-LEARNING METHODS……………………………………………………………………. 14
2.7.1 TECHNOLOGY ACCEPTANCE MODEL (TAM)……………………………………………………………….. 14
2.7.4 A SURVEY ON E-LEARNING IN AFRICA……………………………………………………………………….. 17
2.8 E-LEARNING APPLICATIONS AND THEIR STATS…………………………………………………………………. 18
2.9 SUMMARY OF LITERATURES………………………………………………………………………………………………. 18
2.10 CONCLUSION…………………………………………………………………………………………………………………….. 20
METHODOLOGY…………………………………………………………………………………………………………………………….. 21
3.1 FRAMEWORK OF THE E-LEARNING SYSTEM………………………………………………………………………. 21
3.1 PHASES OF USER INTERACTIONS……………………………………………………………………………………… 23
3.2 IMPLEMENTATION TOOLS…………………………………………………………………………………………………… 24
3.3 IMPLEMENTATION APPROACH……………………………………………………………………………………………. 25
3.3.1 WHY ASYNCHRONOUS LEARNING IS THE RIGHT APPROACH……………………………………. 26
3.4 DATABASE SPECIFICATIONS………………………………………………………………………………………………. 26
3.5 MATERIALS GATHERING METHOD………………………………………………………………………………………. 28
IMPLEMENTATION AND RESULTS…………………………………………………………………………………………………. 29
4.1 SYSTEM DESIGN…………………………………………………………………………………………………………………. 29
4.2 SYSTEM REQUIREMENTS…………………………………………………………………………………………………… 29
4.2.1 SERVER-SIDE REQUIREMENT…………………………………………………………………………………….. 29
4.2.2 CLIENT-SIDE REQUIREMENTS…………………………………………………………………………………….. 29
4.3 SYSTEM IMPLEMENTATION………………………………………………………………………………………………… 29
4.3.1 LANDING PAGE…………………………………………………………………………………………………………… 29
4.3.2 SIGN UP PAGE…………………………………………………………………………………………………………….. 30
4.3.3 LOGIN PAGE……………………………………………………………………………………………………………….. 31
4.3.4 ACTIVITIES AFTER LOGGING IN………………………………………………………………………………….. 31
4.3.4.1 DASHBOARD…………………………………………………………………………………………………………….. 31
4.3.4.2 MY COURSES…………………………………………………………………………………………………………… 32
4.3.4.3 ALL COURSES………………………………………………………………………………………………………….. 33
4.3.4.4 SEARCH LIST……………………………………………………………………………………………………………. 34
4.3.4.5 EDIT PROFILE…………………………………………………………………………………………………………… 34
4.3.4.6 ADMIN PAGE…………………………………………………………………………………………………………….. 34
4.3.5 LEARN MORE PAGE…………………………………………………………………………………………………….. 35
CONCLUSION………………………………………………………………………………………………………………………………… 37
5.1 INTRODUCTION…………………………………………………………………………………………………………………… 37
5.2 LITERATURE REVIEW………………………………………………………………………………………………………….. 37
5.3 IMPLEMENTATION REVIEW…………………………………………………………………………………………………. 37
5.4 CONTRIBUTION TO KNOWLEDGE……………………………………………………………………………………….. 38
5.5 LIMITATIONS OF THE STUDY………………………………………………………………………………………………. 38
5.6 EXPERT OPINIONS……………………………………………………………………………………………………………… 38
5.7 RECOMMENDATIONS FOR FUTURE WORKS………………………………………………………………………. 39
REFERENCES……………………………………………………………………………………………………………………… 40
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Learning is the process by which a person acquires knowledge and skills through learning and experience. Learning is essential for all humans. Learning helps us grow and develop. Humans have learned since time began. E-learning (electronic learning) is a form of learning that typically uses electronic media, usually the Internet. Sometimes called online learning or virtual learning, virtual learning involves more interaction between learners and tutors. E-learning is a system that provides knowledge or information to learners or users regardless of physical distance or time constraints. It can also enable interaction between trainers and learners, or between learners themselves.
As of April 2022, there will be over 5 billion internet users worldwide, representing 63.1% of the world’s population. On November 15, 2022, the world’s population is projected to reach 8 billion people, a milestone in human development. (United Nations, 2022).
With so many people surfing the internet today, it’s no surprise that we ought to learn on it too. According to (Rungta, K. 2022), at least 60% of internet users are engaged in online learning. This is because they can be convenient in time and place. 80% of companies and 50% of college students are using e-learning platforms. E-learning takes 40% to 60% less time for employees and students than conventional learning.
The term “e-learning” first appeared in 1999, when it was first used in a seminar on CBT systems. A search for the exact description also yielded other terms such as “online learning” and “virtual learning.” However, the principles behind e-learning are well documented throughout history, and there is even evidence that early forms of e-learning existed in the 19th century.
The first test machine he invented in 1924. Learners can test themselves with this device.
Then, in 1954, Harvard University professor BF Skinner invented his “teaching machine,” allowing schools to teach their programmed lessons to students. However, it was not until 1960 that the world’s first computerised training program was introduced. This CBT (Computer Based Training) program was known as PLATO (Programmed Logic for Automated Teaching Operations). Initially designed for students at the University of Illinois, it was eventually used by schools throughout the area. The first e-learning system was set up just to deliver information to students, but in the 1970s, e-learning started to become more interactive. In the UK, the Open University wanted to use eLearning. Their education system has always been primarily geared toward distance learning.
In the past, course materials were delivered by mail, and correspondence with tutors was also mailed. With the Internet, the Open University began offering a wider range of interactive educational experiences as well as faster communication with students, such as via email (LLC Epignosis, 2014).
During the start of the Coronavirus Disease 2019 (COVID-19) pandemic, over 1.2 billion children around the world were forced to stay home for months while school activities were suspended. Some schools are able to adapt to these conditions and continue their learning activities through the use of e-learning environments. By using 3D virtual environments, some schools have been able to recreate real-life classroom scenarios using virtual reality. For students whose schools were unable to borrow these styles, they can always visit the e-learning website to learn more about different fields.
1.2 STATEMENT OF THE PROBLEM
Students usually experience setbacks because of the teaching methods adopted in some schools. These setbacks can be mental, environmental, or due to other factors unrelated to available resources.
Following research by (E. Hendrix, 2019), they found that the learning environment plays an important role in student success. Several factors can affect your ability to learn, including seating, lighting, noise, and even colour. Students who learn in positive learning environments have been shown to be more motivated, engaged, and generally more capable of learning. On the other hand, students studying in poor environments (uncomfortable, noisy, and full of distractions) have a much harder time absorbing information and staying focused. It is a challenge when students cannot learn due to environmental factors, as schools cannot simply change location, and it would be a challenge to find a perfect location that will be suitable for every student.
According to Statista (2019), 40% of students said e-learning was more efficient than in-person training, and that modules were simplified for better understanding. Some schools have difficulty providing an adequate teaching structure for large numbers of students, and some lecturers may be inaudible to their students.
After the World Health Organization (WHO) officially declared COVID-19 a pandemic, most schools sent their student’s home. About 70% of the global student population was affected by this closure. Countries first hit by the virus, including China, Italy, and South Korea, have introduced online home-schooling using online learning tools and platforms. The US, China, India, the UK, and South Korea invest the most in e-learning. The largest number of students taking online courses are in higher education, especially in post-graduate programs (guru99.com).
1.3 AIM AND OBJECTIVES
The aim of this research is to develop a web-based e-learning platform that provides students with a comprehensive and interactive learning experience in computer science courses.
The objectives of this study are:
- Do a literature review on existing literature, books, articles, websites, and projects on e-learning.
- Design and Implementation of a model for an e-learning platform where learning takes place.
- Testing and evaluation of the e-learning application for its functionality.
- To provide an alternative means of acquiring education in addition to traditional learning methods.
1.4 SIGNIFICANCE OF THE STUDY
The relevance of this research is to create an environment where people can learn and acquire knowledge at their own time. From this study, we can learn the benefits of e-learning and understand why, despite its tremendous growth and global success in recent years, it has not been fully embraced and adopted by students and institutions.
It also facilitates the effective learning of subjects from different academic disciplines. Learners can access the platform whenever they are ready to learn at their own pace, but in traditional school systems, everything that is taught is packed into a few lesson sessions, with realistically not enough time for the learner to really assimilate each lecture and progress at the lecturer’s pace. The cost of e-learning is higher than the cost of traditional learning. The financial, physical (stress-related), and even emotional costs are not as high as traditional learning. Students may not even have to leave where they live to study. It provides a learning environment for computer science students. This survey is primarily aimed at computer science students. The proposed platform will provide computer science students with easy access to learning materials.
1.5 SCOPE OF THE STUDY
This study is focused on developing a web-based E-learning platform for students of Lagos State University (LASU) in the field of computer science.
1.6 GENERAL LIMITATION OF E-LEARNING PLATFORMS
There are several limitations to e-learning that impact the development and implementation of such systems. These limitations include:
- The e-learning platform must be adaptable to changing circumstances, such as changes in the curriculum. This requires a flexible and scalable platform that can evolve over time.
- Limited availability of certain courses: Some subjects can only be taught in a conventional setting and some subjects are all practical which can be difficult to implement in an e-learning system.
- Creating and managing content can be a challenging task. Lecturers may need to create different types of content such as videos, images, audio recordings, and interactive quizzes. This requires additional resources and time.
- Accessibility: Most e-learning platforms do not include accessibility features for all students, especially for those with disabilities.
- It can be challenging to replicate the same level of interaction that occurs in a physical classroom.
- It requires a robust infrastructure to handle the traffic from multiple users. This may require significant investment in servers, bandwidth, and other resources.
1.7 DEFINITION OF TERMS
Web/Website: A collection of web pages with related contents that share or can be accessed by a single domain name.
System: It is a collection of interrelated components that work together to achieve a common goal or meet specific objectives.
Database: It is a collection of interrelated and interdependent groups of data/information.
Internet/Net: A global system of interconnected computer networks.
Virtual reality (VR): A technology that allows users to experience a simulated environment through a computer.
Web portal is a specially designed website that brings information from diverse sources like emails, online forums, and search engines together in a uniform way.
Virtual learning environment (VLE): A virtual learning environment is a type of educational technology that allows students and teachers to access educational resources, communicate with each other, and complete assignments and assessments online.
CBT: Computer-Based Training is a type of education that is delivered through a computer.
COVID-19: Coronavirus Disease 2019 is a pandemic caused by the SARS-CoV-2 virus that forced schools to adopt e-learning platforms.
Traditional learning methods: Conventional educational methods that are based on face-to-face interaction with instructors in a classroom setting.
E-learning: Electronic learning is a form of learning that typically uses electronic media, usually the Internet.
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