Design and Implementation of E-learning System
CHAPTER ONE
Aims and objectives
- To facilitate the development of information technology
- To reveal the use and technology of wireless network to the user.
- To provide alternative way of attaining education
- To implement a system which reduce examination mal- practice
CHAPTER TWO
LITERATURE REVIEW
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 elearning 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 “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 postsecondary 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 elearning 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).
CHAPTER THREE
METHODOLOGY AND ANALYSIS OF THE EXISTING SYSTEM
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
CHAPTER FOUR
DESIGN AND IMPLEMENTATION OF THE NEW SYSTEM
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.
CHAPTER FIVE
Summary, Conclusion and Recommendation
In the completion of this project work, the following achievements was made
- Design and development of a computerized tutor.
- 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.
- Computer science courses were also included to enable students to read courses and E-books.
- The need of Visual basic is to design an application.
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.
Recommendation
E-learning should be use as part of teaching standard in education to enable the student to acquire more knowledge.
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