CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The history of higher education in Nigeria is quite remarkable, with the country now boasting
over 150 tertiary institutions, including universities, polytechnics, and colleges of education,
spanning federal, state, and private ownership. As student enrollment in these institutions
continues to rise and government funding for education declines, the adoption of technology is
becoming increasingly appealing to both administrators and educators. Moreover, a significant
proportion, if not all, of the courses offered at these post-secondary institutions still follow the
traditional face-to-face lecture format. However, a fresh instructional approach is emerging,
aligning with the client-centered philosophy borrowed from the business world. This approach
places a strong emphasis on student-centered instruction and revolves around key principles like
active learning, collaborative learning, and personalized learning.

As one of the most essential human activities, learning requires concentration, interactivity, a
clear and distinct understanding of the facts being emphasized, as well as high communication
skills, techniques, attractive learning qualities (colorful pictures), and so forth. It is important to
note, however, that not all learning processes are considered to be effective. The process of
learning involves the acquisition of new skills, principles, perceptions, knowledge, facts, and
information (Adeyanju, 1997).

When most of the population receiving instruction has assimilated the knowledge or ideas, it can
be concluded that the learning process has been successful. However, there are numerous
elements that must be present for effective learning to occur. These include the teachers, the
students, the teaching and learning material, and the educational environment. The effectiveness
of the learning process may vary when the population is large and the environment is not
conducive to learning, such as due to noise, inadequate ventilation, or extreme temperatures.
Wagner et al. (2008) have noted that e-learning provides additional opportunities for interactive
learning between students and teachers.

Students come to class with different backgrounds, experiences, interests, and attitudes. Because
one teacher can’t deliver dozens of personalized lessons at the same time, it’s impossible to teach
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at the optimal learning pace. Teachers do their best to teach in the middle of a class, but in the
rush to meet all students’ needs, they’re meeting the needs of a few, leaving slower students
behind while faster students sit idly by. Both groups are wasting valuable time. Students aren’t
neatly organized into slow learners and fast learners. The length of teaching and learning, the
speed of comprehension, and the individual learning styles all influence the students' knowledge
assimilation and, consequently, their performance, which affects the teacher's and student's
ability to teach and learn.

This model of instruction is based on the client-centered philosophy of business, emphasizing a

student-oriented approach to instruction with active, collaborative, and personalized learning as
the core principles. This model involves a significant shift in the role of lecturers, as they become
the "guidance on the side" or facilitators of learning, with the primary objective of meeting
students' needs while providing flexible instruction. This student-oriented model encourages the
utilization of technology, in particular the creation of a distributed electronic learning
environment and web-based courses or programmes, as information and communication
technologies facilitate the exchange of information between academics around the world,
meaning that information can be used to benefit both teaching practices and research. It is widely
accepted that the utilization of instructional technologies in educational settings will enhance the
learning outcomes of students, thus enabling them to gain a competitive advantage in the global
economy.

The term e-learning is a broad term that encompasses all educational technologies that facilitate
learning and teaching through the use of electronic or technological means. Bernard Luskin
suggests that the term e-learning should be interpreted in a way that includes the terms exciting,
energized, enthusiastic, and emotional, as well as the terms excellent, extended, and educational,
in addition to the term "electronic". This broad interpretation emphasizes the emergence of new
applications and developments, while also taking into account the relationship between education
and media psychology.

E-Learning has made it easier for people in college to access data, no matter where they are.
There are lots of different types of mobile devices and their various uses, which give people all
over the world access to data anytime, anywhere. This can make it easier for students to interact

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with their instructors and give them tools to use independently to support problem-based
activities.

Research has consistently shown that students' active participation in the learning process
increases their ability to learn; a process commonly referred to as "active learning". This process
is based on Bonwell and Eisen's (1991) definition of active learning, which is "instructional
activities in which students are engaged in doing things and considering what they are doing."
Interactive instruction, or "learning by doing", has also been demonstrated to lead to positive
learning outcomes. Given the prevalence of new technologies and interactive web-based
activities, online coursework offers the potential to create learning environments where students
are actively engaged with material and refine their understanding as they acquire new
knowledge.

For example, in computer science, you need a lot of practical knowledge, especially when it
comes to networking, programming, and maintenance. But the amount of practical knowledge
you need is affected by things like how long it takes to teach and learn, how many computers you
need, how many labs you can get, and how much power you need. So, a lot of computer science
students who don't have much practical knowledge end up using the roadside "computer training
institute" because it's not expensive and they need the services. But this approach has a lot of bad
effects on students, especially when they don't know the terms and how to explain the concepts
in the computer world. So, it's important to reduce this situation and make sure the students have
the practical knowledge they need.

Again, online learning has the potential to encourage reflective thinking and deep learning by
realistically integrating and applying the principles learned. For example, online instruction, like
a simulation, introduces learners into a learning experience, which increases engagement and
provides activities that actively engage learners in analyzing, summarizing, and evaluating
information while building knowledge (Driscoll and Carliner, 2005).

Exploring the power of multimedia and how it can be used in teaching and learning through the
creation of learning materials and products like e-books, computer assisted learning (CAI),
computer aided instruction (CAT), computer-based training (CBT), and internet-based training
would really help students learn and develop their practical and theoretical skills. With the high-
quality content and amazing multimedia features, students can easily absorb this knowledge

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(even without a teacher or a physical environment) by constantly accessing and following the
online instructions.

1.2 STATEMENT OF THE PROBLEM

Programming subject is usually taught in every semester in the Computer Science department
because it is regarded as a fundamental competence. Basically, programming concept is not
depended on certain programming language, because the programming concept is related to logic
and algorithm on how to solve problem. However, programming language is often considered
difficult because students can’t grasp the logic and algorithm concept. Whereas the lack of
subject comprehension will decrease student’s motivation to learn others related subjects (P. H.
Tan, C. Y. Ting, & S. W. Ling, 2009.). As the result, many students who graduated from
Computer Science have low confident in programming skill.

Using relevant, easy, and attractive learning method will increase students’ comprehension.
Programming course is normally taught in classroom and by using e-learning. E-learning can be
built by using Learning Management System (LSM). The popular LMS at most institution
education in Nigeria is Microsoft Teams. Teams’ popularity in Nigeria is probably due to the fact
that it is free and open source. However, the utilization of Teams is too general for learning
introductory programming. Because Teams can’t provide blended visualization and code practice
interactivity to user. Whereas student’s self-learning motivation will be stimulated through
visualization and direct drill/practice. Therefore, this project focuses on the development of an e-
learning platform specifically designed to learn introductory python programming.

1.3 OVERVIEW OF METHODS (METHODOLOGY)

The major programming language that is used for developing the E-learning system is HTML.
The HTML codes will be written using a program editor such as Visual Studio Code. HTML is
used to structure the content on the web page. Considering the time constraint, I resolved to use a
fourth-generation program development application package. Other used in the development are
listed below:

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CSS : To style and layout web pages.

SQL: was used for database development.

PHP: used to develop the backend of the system.

1.4 OBJECTIVES OF THE STUDY

Due to the challenges that come with teaching and learning, the aim of the study is to implement
an e-learning platform that will allow the users to learn python for beginners. The purpose of this
online e-learning module will be to offer various solutions for the deficiency found in the
conventional teaching and learning methods. However, the specific objectives are;

1. Providing coherent instruction for the selected subject topic by accommodating

individual learning style.
2. Allow students take quiz/tests on the system.
3. To evaluate and measure their progress.
4. To access overall performance.
5. Conduct a review on existing e-learning platforms.

1.5 SIGNIFICANCE OF THE STUDY

Creating an online learning platform for Python beginners is really important because it makes
programming education accessible to everyone. Python is user-friendly and versatile, so it is
perfect for this kind of platform. It also lowers barriers to entry since e-learning is cheaper and
you don't have to worry about being limited by where you live. Plus, you can learn at your own
pace, so you can fit in no matter what style or preferences you have. You can also get real-time
feedback and track your progress, and the curriculum is well-structured so it's easy for beginners
to get started. Finally, accessibility features make it even more inclusive.

Accessible through web and mobile devices, the platform offers flexibility. Personalized learning
paths cater to individual goals, motivating progress. Gamification elements, such as badges and
leaderboards, keep learners engaged. User feedback and regular updates ensure the platform's
continued effectiveness. Overall, this study's significance lies in empowering a diverse audience
to acquire valuable Python skills and contribute to the tech community.

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1.6 SCOPE OF THE STUDY

The purpose of the e-learning platform is to achieve effective learning through interactive
presentations. Furthermore, the platform is intended to be used by computer science students
who have little or no prior knowledge of Python programming language.

This study looks at how to design and build a Python e-learning platform that's specifically
designed for beginners. It involves creating a user-friendly interface and curriculum structure
suitable for learners with minimal programming experience. The platform's scope extends to
delivering interactive learning materials, including video tutorials, quizzes, and hands-on coding
exercises. The platform is not only intended for computer science students but also for students
of other fields who want to have basic fundamental knowledge about Python programming
language. It also makes a provision for the students to assess themselves after each studied
course (objective-based).

1.7 OPERATIONAL DEFINITION OF TERMS

E-Learning: refers to the use of digital technology and the internet to deliver educational
content, courses, or training programs to learners, often in a self-paced and remote learning
environment.

Python: Python is a high-level, versatile, and user-friendly programming language known for its
simplicity and readability. It is widely used in various fields, including web development, data
analysis, artificial intelligence, and scientific research.

Program: a set of logical related instruction codes that is given to the computer which enables it
to perform a specific task or events.

Program module: This is made up of one or more program procedure, routine, function, or
events that handle a definite task or set of tasks.

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Gamification: Gamification is the use of game elements in non-game context to increase user
engagement.

Learning Management System: A learning management system is a software application or

web-based technology used to plan, implement, and assess a specific learning process.

User interface: The environment that is seen by the end-user of application software which
allows the end-user to make use of it.

Computer Aided Learning (CAL): Learning assisted by the computer.

Computer Based Learning (CBL): A term for all computer-aided instruction/training types,
educational materials, or tools for instructional technology.

Python Libraries: Python libraries are pre-written code collections that extend Python’s
capabilities.

Session: It is a total period devoted to the activity. For computer systems, a user session occurs
when a user signs in or accesses a device, network, or web service. This stops until the user logs
off the program or shuts the computer down.

Leaderboard: A scoreboard showing the names and current scores of the leading scorers. The
visual component makes information easy to understand, allowing people to compete against
their peers (and sometimes themselves). The winner is displayed at the top of the chart.

Badge: A badge is a digital or visual symbol or marker awarded to individuals as recognition of

an achievement, accomplishment, or completion of a specific task or goal. Badges are commonly
used in gamification and online learning platforms to motivate and acknowledge users' progress
and achievements.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

The rapid development of technology has drastically altered the manner in which knowledge and
skills are acquired, and e-learning platforms have been a major contributor to this educational
revolution. In the programming world, where the process of language proficiency begins, the
development and implementation of successful e-learning tools is of great importance. This
literature review examines the landscape of online learning platforms, particularly those designed
and implemented for Python beginners. Python is a popular language for novice programmers
due to its ease of use and versatility. It considers the challenges faced by the traditional teaching
and learning procedure and how to use e-learning procedure as a supportive approach to
traditional teaching and learning procedure in the acquisition of knowledge and skills. As the
need for Python proficiency increases in various industries, the availability of accessible and
stimulating learning resources is essential. There are several research works relating to
technological-aided learning including; multimedia learning, e-learning, mobile learning, game
learning and virtual reality learning. Overall, these forms of learning provide support to the
traditional classroom pedagogical approach and bring more effectiveness and efficiency into the
learning environment.

2.2 HISTORICAL BACKGROUND OF VIRTUAL LEARNING SYSTEM

According to Zahm (2000), computer-based training is typically delivered through a CD-ROM or

a Web download and is typically multimedia-based. According to Karon (2000), convenience is
an important factor in the design of computer-based training. “Any computer-based training,
whether networked-based or delivered over the Internet, is more convenient than conventional
instructor-led training,” Karon said. “Self-paced CBT courses are available when a learner is
prepared to take them, rather than when the seminar is scheduled or the instructor is
unavailable.” According to Hall (1997), “Computer-based training” is an umbrella term used to

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describe all computer-delivered education, including CD-ROMs and the World Wide Web.
“Some people use the term ‘computer-based’ to refer only to traditional, text-only education,”
Hall said.

As with CBT, the term ‘online training’ was classified as a broad term that included all training
that took place over a computer network, including a company’s intranet network, the company’s
local area network, or the internet (Gotschall. 2000). Gotschall added that online training was
also known as ‘net-based training. Urdan & Weggen (2000), related that online learning
constitutes just One part of e-learning and describes learning via internet, intranet, and extranet.
They added that levels of sophistication of online learning vary. It can extend from a basic online
learning program that includes text and graphics of the course, exercises, testing, and record
keeping, such as test scores and bookmarks to a sophisticated online learning program.
Sophistication would include animations, simulations, audio and video sequences peer and
expert discussion groups, online mentoring, links to materials on corporate intranet or the web,
and communications. With corporate education records. Schreiber & Berge (1998) agreed with
Gotschall (2000) and purported that online learning is any technology-based learning, that is,
information currently available for direct access. They added that this usually implies linkage to
a computer.

Hall (2000) contends that e-learning will take the form of complete courses, access to content for
"just-in-time" learning, access to components, a la carte courses and services, and the separation
of "courses" to acquire and test knowledge vs. content as an immediate, applicable to resolve an
immediate, perhaps, one time only problem. Learning is and will continue to be a lifelong
process. that could be accessed any-where at any time to meet a specific need or want. Hall
added that more links to real-time data and research would become readily available. Given the
progression of the definitions, then, web-based training, online learning, e-learning, distributed
learning, internet-based learning, and net-based learning all speak Of each Other (Hall & Snider,
2000; Urdan & weggen, 2000).

Similar also to e-learning and its related terms is technology-based learning (Urdan & Weggen
2000). Urdan & Weggen shared that e-learning covers a wide set of applications and processes,
including computer-based learning, web-based learning, virtual classrooms, and digital
collaborations. For the purpose of their report, they further customized their definition to the

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delivery of content via all electronic media, including the Internet, intranets, extranets, satellite
broadcast, audio/video tape, interactive TV, and CD-ROM. They warned, however, that e-
learning is defined more narrowly than distance learning, which would include text-based
learning and courses conducted via written correspondence. Like Hall & Snider 2000), Urdan &
Weggen (2000) have set apart distance learning and e-learning in their glossaries, making.
however, e-learning inclusive and synonymous to all computer-related applications, tools and
processes that have been strategically aligned to value-added learning and teaching processes.

2.3 THE TRADITIONAL TEACHING AND LEARNING PROCEDURE AND SOME OF

ITS WEAKNESS

The traditional approach to teaching and learning has traditionally been based on "physical
contact" and has emphasized the importance of face-to-face teaching and learning. This has been
particularly prevalent in underdeveloped and developed countries, particularly in Asia. This type
of learning requires the physical presence of both the teacher and student, and is typically
conducted in a designated physical space, such as a classroom or lecture hall, for a
predetermined amount of time. Communication is typically conducted using either a whiteboard
or a chalkboard, and requires a high level of communication skills, such as constructive language
and simple statements, as well as a warm relationship between the student and the teacher.

The traditional teaching and learning process has been proven to be really important, but it
depends on the tutor, the place, and the environment where the teaching and learning takes place.
This usually increases the chances of the students getting narrow-minded, and sometimes
becomes too much for the students who prefer to learn from somewhere else. Most campus-
based places have school libraries, which help them stick to their old-school teaching and
learning process, but sometimes the library infrastructure is bad, and the books are old, making it
hard to get up-to-date info. This is also true of the traditional libraries that don't belong to
campus-based institutions. Having an interaction with peers or students from the same field and
people of different levels of know-how can help you get more knowledge and skills, but it all
depends on the location and the cost of the interaction, especially when it is organized properly.

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2.4 LEARNING THEORIES

In education, learning theories are attempts to explain how people learn, thereby helping in
understanding the complex process of learning. There are basically three main schools of thought
in learning theories - Behaviorism, Cognitivism, and Constructivism. This project will briefly
discuss these fundamental learning theories to highlight their potential influence on personalized
e-learning program.

Behaviorist theorists define learning as nothing more than the acquisition of new behavior. From
an educational perspective the behaviorist learner is viewed as a passive recipient of knowledge.
Learning can then be viewed as the acquisition of this objective knowledge through rehearsal and
correction, Tuckey (1992). From teaching perspective behaviorism maintains that the role of a
teacher is to reinforce correct behavior from their students. The behaviorist expects the teacher to
predetermine all the skills they believe are necessary for the students to learn and then present
them to the group in a sequenced manner, Conway (1997). The influence of this theory on
personalized e-learning is twofold, first the learning system should reinforce student behavior
that it perceives to be correct and second, the learning system should have a predetermined view
as to the best order in which skills and knowledge should be presented.

Cognitivists maintain that there is an external reality and an internal representation of that reality.
According to Bruner (1960), information equals learning, so outward appearances to that effect
are merely communications illuminating the result of learning rather than learning itself. As the
mind seeks a view of the objective reality it gives through a number of processes when it
receives information (by attention); this information is then integrated into the inherent order of
memory via a process of encoding; information becomes knowledge when it is integrated into
the existing cognitive structure; and knowledge can then be remembered in the process of
retrieval. From the educational perspective, the emphasis on teaching and learning strategies
shifts to techniques to complement the attention, encoding and retrieval of knowledge. This can
be achieved by careful organization of content, and the use of analogies and mnemonics, Newby
(1996).

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Computers process information in a similar fashion to how cognitive scientists believe humans
do. Information is received, stored, and retrieved. When viewed from personalized e-learning
perspective the role of the computer in the educational domain would be to present a view of the
information to be learned and drill the students until they understand it, Adewale (2007).

Finally, constructivism subsumes the attention, encoding and retrieval of knowledge processes
from cognitivism, but maintains that there is no single accurate representation of the world, only
interpretations of experience. Knowledge is a collection of concepts which fits with the
experience of the individual. New information is important for different reasons to the recipients
of the information, Tuckey (1992). From the perspective of e-learning, the information presented
would have to be relevant to the learner in the framework of what they have previously learned,
Henze, Nejdl and Wolpers (1999).

The constructivist approach implies that learners will learn more with a teacher than from a
teacher, Newby (1999b). Similarly, learners will learn more with a computer than from a
computer, Reeves (1998). It is argued that traditional teacher-centric approaches to learning do
not transfer successfully to technology and must be revolutionized. The philosophy must change
from computers as teaching machine to computers as tools to empower learners and teachers,
Oppenheimer (1997).

2.5 LEARNING STYLE: DEFINITION AND CONCEPT

Although learning style may be simply defined as the way people come to
understand and remember information, there are various other definitions
for the term. James and Gardner (1995), for example, define learning style as
the "complex manner in which, and conditions under which, learners most
efficiently and most effectively perceive, process, store, and recall what they
are attempting to learn". Merriam and Caffarella (1991) present Smith's
definition of learning style, which is popular in adult education, as the
"individual's characteristic way of processing information, feeling, and
behaving in learning situations". Swanson (1995) quotes Reichmann's

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reference to learning style as "a particular set of behaviors and attitudes
related to the learning context" and also presents Keefe's definition of
learning style as "the cognitive, affective, and physiological factors that
serve as relatively stable indicators of how learners perceive, interact with,
and respond to the learning environment".

Litzinger and Osif (1993) define learning styles as the ways in which children and adults think
and learn. Learning styles are sometimes described as the personally constructed filters people
use to orient their relationships with the world, as stated by O'Connor (1997). These filters are
influenced by factors such as age, maturity, and experience; as such they are likely to change
over time. In addition, the study of learning styles has provided us with categories or groupings
of these filters. For example, filters may be categorised by the senses (auditor- visual or
kinaesthetic). Some people may respond to auditory information more readily than information
presented visually, for example. Other studies of learning styles have focused on a combination
of sensory and cognitive approach to examine how students process information. One result is
Gardner’s (1983) theory of multiple intelligences, which categorizes learning styles as visual-
spatial (ability to perceive the visual), verballinguistic (ability to use words and language),
logical-mathematical (ability to use reason, logic, and numbers), bodily-kinaesthetic (ability to
control body movements and handle objects skillfully), musical rhythmic (ability to produce and
appreciate music), and interpersonal (ability to relate and understand others intrapersonal (ability
to self-reflect and be aware of one’s inner state of being), and naturalistic (ability to use
awareness of the natural world and the sciences). Armstrong (1994) examined the use of
Gardner's theory in the classroom and came to four conclusions: each person possesses all eight
intelligences, the intelligences have the capacity to be developed to higher levels, the
intelligences work together in complex ways, and there exist numerous ways to be intelligent.
Yet other theorists have looked at the study of learning styles through the lens of gender, noting
that males and females tend to approach learning and learning situations differently, Belenky et
al (1986).

Underlying learning style research is the belief that students learn best when they approach
knowledge in ways they trust. However, an instructor can also design activities that challenge

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students to develop their skills in another learning preference, O'Connor (1997). Regardless of
which approach or theoretical framework an instructor uses, the key is to recognize that
differences exist in learning styles and these differences must be accounted for somehow in an
online class. A one size fits all approach will not work. It is a mistake to assume that every virtual
student looks and feels the same. Although the internet is viewed as the great equalizer, some
accommodation must be made for individual differences, including learning style, gender,
culture, and the presence of disability.

Schroeder (1993) notes: "Faculties nationwide are bewildered and frustrated with the students
they see in their classrooms today. Unfamiliar with many of the new characteristics, they see
contemporary students as hopelessly under-prepared or less bright or motivated than previous
generations. Clearly, the ways contemporary students view knowledge and derive meaning are
vastly different from those of their instructors. As faculty, we have generally espoused the
common belief that students learn and develop through exposure that the content is all-important.
We have been accustomed to a traditional learning process where the one who knows (the
teacher) presents ideas to one who does not (the student). This approach may work for us, but it
may not work for the majority of today's students".

Schroeder (1993) believes that our colleges and universities are experiencing an increasing
disparity between lecturers and students and between teachers and learners. He suggests that
understanding how students learn and where they are in the process can help instructors design
learning environments that are more responsive to students’ needs. Using traditional lecture-
based teaching styles does not address all learning preferences.

When online teaching and learning is added to the mix, knowing that it is a different type of
student who takes online courses, the picture becomes even more muddied for the instructor.
Paulsen (1995) suggests that incorporating activities that are one-alone (activities that are
structured for minimal interaction with others), one-to-one (activities that are done in pairs or
through e-mail), one-to-many (the use of bulletin boards, where material can be accessed), or
many–to-many the use of computer conferencing techniques) can successfully address all
learning styles of the virtual student.

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2.6 ELECTRONIC LEARNING (E-LEARNING)

Folorunso et al., (2003) described e-learning as a type of learning that is delivered or enabled via
electronic technology. It encompasses learning delivered via a range of technologies such as the
Internet, Television, Videotape, Intelligent Tutoring Systems, and Computer-based training.
Adibe (2003) opined that the term can be used to describe a range of learning situations,
including distance learning, web-based learning, virtual classrooms, and more. All these are
forms of education derived through the use of Information Technology. Adibe (2003) also states
that what they have in common is the use of communication technology that serves as a medium
of learning. Another scholar explains that it involves the use of electronic technology in the
delivering of education and training applications, monitoring of e-learners performance and
reporting of learner’s progress (sale 2002; Ajadi et al, 2008). This definition is in accordance
with the definition of Wikipedia online encyclopedia which that it is any learning activity which
is carried out using digital technology. However, the predominant features of e-learning with
respect to its explanation or definition are the involvement of electronic devices (such as
computer) and digital technologies (such as ICT).

In addition, e-learning has undergone several distinct phases which include the following:
electronic book (e-book), computer Based Training (CBT), Computer Assisted learning (CAL),
Computer Assisted Instruction (CAI), Courseware management systems, (CMS), Learning
management systems (LMS) or managed learning environment (MLE), Internet Based learning
and mobile learning (M-learning). Each of these phases is designed to deliver knowledge and
skills using a specific electronic technology, learning structure and/or electronic retrieval
system/media. Most of the e-learning products are available on CD-ROM or DVD-ROM plates
with the exception of the online e-learning tutorials, internet-based learning and mobile learning
products; thus, making learning flexible and mobile.

The e-learning procedure rarely demand for the physical presence of the teacher and the students
before teaching and learning activities can take place. It is not tied to a specific location and time
frame. Ajadi et al., (2008) affirms that the adoption of e-learning in education (specifically, in the
national open university of Nigeria) is favorable to the students who are mostly works. Apart
from this, e-learning procedure increases in the e-learning opportunities of the students at their
own convenient time and place. It also promotes individualized learning, makes available a

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greater variety of learning materials on current issues, and promotes the access to learning
oriented forum.

Wachira, Keengwe, and Onchwari (2008) use the term e-learning to refer to computer-based
training which incorporates technologies that support interactivity beyond what is normally
provided by a single computer. They explain further that it can refer to an approach that
facilitates and enhances learning through the use of computer and communication technology
such as personal computers, digital televisions, mobile phones, internet, e-mail, and collaborative
software. E-learning continues to be popular because of its ability to provide greater
convenience, time flexibility and self-paced learning to students while avoiding travel time and
cost.

According to Aniebonam and Owei (2003) three technologies that are well suited for distributed
teaching (using IT devices situated in different locations and learning in business–related
education) are computer-supported collaborative learning, multimedia/hypermedia, and
experiential simulation. They conclude that all or any of these methods can be applied in a
massive effort towards educating students in emerging economies, especially in the African
continent, benefiting institutions where human resources are limited or unavailable. They also
stated that, Computer-Supported Collaborative Learning (CSEL) enhances team performance
through tools for communicating each person’s ideals, structuring group dialogue, and decision
making, recording the rationale for choices, and facilitating collective activities.

Multimedia and hypermedia are learner-controlled interactive technologies; users can tailor
presentations by selecting path through the material customized to their interests. Also this type
of educational application displays data in multiple formats simultaneously. In so doing, it
enables people with various learning styles to pursue material presented in their preferred mode
of communication.

2.7 PERSONALIZED E-LEARNING SYSTEM

Away from the more traditional e-learning models reviewed in the section above, is a new e-
learning paradigm which follows the client-centered philosophy of business – where the client is
always king. This model emphasizes a student-centered approach to instruction where individual

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learner’s learning requirements are met by personalizing learning materials using Personalized E-
learning Systems. Active, Personalised and Collaborative learning are central principles to this
instructional paradigm, Adewale (2007). Within this model, the traditional role of the lecturer
changes significantly. The nature of the traditional student-teacher relationship is also
transformed. The lecturer becomes the guide on the side or a facilitator of learning. A primary
goal of the lecturer is to meet student needs while providing instruction flexibly.

This student-centred model promotes the use of technology, particularly in the development of
distributed e-learning environments and the creation of web-based courses or programmes.
Information and communication technologies enable information sharing among academics
globally, that is, information that can be used to benefit both teaching practices and research. It is
believed that harnessing the effective use of instructional technologies in education will improve
student learning and therefore, secure a competitive edge in the global economy.

Numerous studies have demonstrated that student’s active involvement in the learning process
enhances learning, a process often referred to as active learning, Benek-Rivera and Matthews
(2004); Sarason and Banbury (2004). Simply stated, active learning involves “instructional
activities involving students in doing things and thinking about what they are doing”, Bonwell
and Eisen (1991). Interactive instruction or “learning by doing” has been found to result in
positive learning Picciano (2002); Watkins (2005). Because many new technologies and web-
based activities are interactive, online coursework has the potential to create environments where
students actively engage with material and learn by action, refining their understanding as they
build new knowledge, Johnston, Killion and Omomen (2005); Pallof and Pratt (2003).

In addition to the student’s active involvement, students better understand and apply material
when problems and situations reflect real-life contexts, issues, and experiences, Eble (1988). The
use of real-world situations has the potential to promote deep learning through the development
of critical thinking skills. Critical thinking involves the active and skillful analysis, synthesis, and
application of information to unique situations, Scriven and Paul (2004). Learning retention and
performance improve as students are required to apply what they have learned and then reflect
upon the learning processes, Bereiter and Scardamalia (1989); Bransford , Brown and Cocking
(2000).

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Again, online instruction has the potential to provide opportunities to promote reflective thought
and deep learning through realistically integrating and applying principles learned. Online
instruction such as a simulation thrusts learners into a learning experience, increases engagement
and provides activities that actively engage learners to analyze, synthesize, and evaluate
information while constructing knowledge, (Driscoll and Carliner (2005).

Personalized e-learning offers an important alternative to the one size fits all approach of online
learning, Brusilovsky (2001); Brusilovsky (1998). More specifically it offers the potential to
uniquely address the specific learning goals, Kaplan, Fenwick, and Chen (1993), prior
knowledge, Milosav ljevic (1997) and context of a learner so as to improve that learner’s
satisfaction with the course and motivation to complete that course.

2.8 STRATEGIC IMPORTANCE OF E-LEARNING

The concept of the learning organization (Marwick & Watkins, 1993) has grown exponentially
with the technological era. McRea, Gay & Bacon (2000) related that today, corporate learning
and the corporate learning organization have ascended to a position of strategic prominence in
the context of managing and growing the enterprise. Urdan & Weggen (2000) identified the
knowledge-based economy, the paradigm shift in the way education is viewed and delivered. and
huge knowledge gaps as significant trends that have given rise to e-learning. In addition, they
mention that the second largest sector of the US economy is the S772 billion education industry.
The increase in complexity and velocity of the work environment brought about by technological
changes are also major issues that have fueled the demand for e-learning. McRea. Gay & Bacon
(2000) presented the shift from the industrial to the knowledge era, rapid technological change,
the ever-shortening product developmental cycles, lack Of skilled personnel, enterprise resource
planning, and migration towards a value chain integration and the extended enterprise as being
prominent contributors to the e-learning value chain. Digital knowledge reduces the time and
financial costs of information and coordination.

Along with the e-busincss forces, Urdan & Weggen (2000) related that there are several factors
that facilitate the strategic importance of e-learning. Internet access, for example, is becoming a
given at home and work. Second, advances in digital technologies have and continue to enrich
the interactivity and media content of the web. Third. increasing bandwidth and better delivery
platforms make e-learning feasible and attractive. Fourth, a growing selection of high-quality e-

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learning products and services is now available. Lastly, technology standards, which facilitate
compatibility, and usability of e-learning products are emerging.

With the strategic importance of e-learning being unsurpassed by the Old corporate learning
paradigm, the projected benefits are highly attractive. Hall and Karon (2000) capitalized on the
accessibility of courses via intranets and internet, training can be self-paced, availability of
training at any time and place, training being less expensive, and reduced or eliminated travel
time. Urdan & Weggen (2000) added that a higher retention of content through personalized
learning is possible because technology-based solutions allow more room for individual
differences in learning styles. Furthermore, they highlighted improved collaboration and
productivity among students as the online environment offers case studies, storytelling,
demonstrations, role-playing, and simulations among other tools. Along this line, (Jr-dan and
Weggen also commented that online training is less intimidating than instructor-led courses.
Online learning, they say, is risk free environment that supports trying out new things and
making mistakes.

Considering the impact of technology ICT in particular) and is wide spreading implementation in
electronic devices, it is now possible to conduct face-to-face e-learning activities, nevertheless,
the cost of its implementation (especially, in the under-developed countries) limits its adoption
by so many educational institutions. Khoo, and Aduwa-ogiegbaen (2005) in their respective
perspective suggest that E-learning and its facilitator- ICT- should be used for optimizing
teaching, training, and learning.

2.9 LEARNERS’ ATTITUDE TOWARDS USING TECHNOLOGY

The learner's perception of the characteristics of the educational delivery media and the learner's
desire to learn using those media have been shown to be important predictors of conventional
classroom motivation and performance (Coggins, 1998; Gee, 1990). As the primary source of
knowledge transfer to students in computer mediated learning environments, those perceptions
may also be important in integrating computer technologies. However, few longitudinal studies
have demonstrated how learning styles interact with attitudes towards computer technology.
Reiff and Powell (1992), in their reflective observation topics, found that students with a hostile

19
perception of computers tended to learn computer-assisted instruction best. They proposed that
students whose learning styles tended to be concrete and experimentation-oriented would
become acceptable candidates for computer-assisted instruction, even though they may feel
anxiety and discouragement when reflective learners adapt to this method.

Enochs, Handley (1984), in a study of computer-assisted instructions, found that students who
were more interested in objects or things than in working with individuals (concrete experience),
learned computer-assisted instructions best. Hackley (1997), looking at teaching efficacy in
remote learning facilitated by technology, found a positive correlation between students'
activities towards technology and their learning outcomes. As a result, understanding of
technology and understanding how to use it appear to be the primary results of online learning.

Al-Kodmany et al's (1999), in a case study (1999) on the use of asynchronous learning networks
(ALN) to educate students on two different campuses, the participants found that the
technologies in the course posed barriers to learning without prior experience with the
underlying technologies.

2.10 TRAINING EFFECTIVENESS IN E-LEARNING

Technology in learning and skills is revolutionizing the way people learn in today’s academic
and corporate settings. The 1999 Training Industry Survey showed that technology training
budgets in the business world increased 13 percent between 1998 and 1999. While traditional
face-to-face classroom instruction is still the primary training delivery system, online training is
rapidly gaining traction (Berstein, 1999). It’s safe to say that the transition from traditional
classroom instruction to technology-based instruction is set to continue into the 21st century at
an exponential rate.

Experts, journalists, and researchers are inspired by the rapid growth and integration of online
learning systems to ask how to measure the effectiveness of such programs. This shift in training
delivery comes at a time when corporate training divisions are increasingly responsible for
demonstrating how their work contributes to the company’s value. (Hackett, 1997; Holton, 1995;
Philips, 1997; Parsons, 1995).

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Technology-based learning methodology emphasizes the learner’s world. How easy is it for the
learner to navigate the learning environment? How much learning takes place? How satisfied is
the learner with the course? It’s unlikely that a difficult-to-navigate web course will be
satisfactory for the user. Technology-based learning progress is oriented toward the learner rather
than the teacher. The shift from traditional instructional design/development strategies is a big
one. Norton and Wilburg’s (1998) argued that learner-based resources should be selected based
on how they help the learner learn. The most important thing is how well the tool aids the
learning process.

In a university setting, many important features of a distance learning program were identified by
Smith (1998). First, he found that in a traditional face-to-face classroom setting, interconnecting
satellite sites by 2-way audio/video systems does not provide the same level of interaction. Due
to technical limitations, the fact that you’re off-site means you’ll have a better understanding of
distance learning experiences. On the other hand, the location where you’re located means that
you’ll be able to interpret and understand the distance learning environment. In the context of
distance learning, that includes the extent of constructed truth.

2.11 E-LEARNING THEORY FRAMEWORK

A framework identifies fundamental factors in the execution of data frameworks and can propose
that every one of these components is causally identified with the creation proficiency of
projects. The presentation of the critical elements of data frameworks to e-learning frameworks
in a setting is reasonable speculation coming from the writing survey on e-learning viewpoints.
The theoretical framework of the e-learning frameworks incorporates the three principal
components of the information systems. These are Individuals, technology, and resources. Users
are engaging with e-learning programs, and it facilitates overt or indirect contact between
various user classes. Technologies offer help for the convergence of information, connectivity,
and collaboration methods. E-learning programs incorporate the two works on identifying with
academic standards and instructional methodologies. The dynamic mix of communication is the
immediate or roundabout interaction between e-learning programs and systems. Systems offer
services by supporting measures for operations at the same time. Program requirements are the e-
learning practices related to the e-learning educational framework and instructional approaches.

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E-learning programs include the two works on identification with academic standards and
instructional methodologies. The dynamic mix of communication is an immediate or roundabout
intercession of e-learning programs. E-learning program includes both works on identification
with instructional methodologies and supporting measures for operations.

2.12 THEORY-BASED FRAMEWORK FOR E-LEARNING

In the e-learning framework, there are three main components that work together to enable
effective learning and interactions:

1. Educational models or constructs,

2. Instructional and learning strategies and

3. Educational tools or online learning technologies (i.e., Internet and Web-based technologies).

All three of these components work together in an iterative way to design e-learning based on an
understanding of cognition. They contribute to the development of learning methods and
instructional and learning strategies that are ultimately facilitated or implemented using digital
technologies. As current processes evolve, new opportunities for activity change, teachable
techniques change, and cultural frameworks change. The three-component e-learning framework
suggests a transformative relationship that influences e-learning in order to sustain it. The e-
learning framework should be seen as a rooted structure system.

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 Figure 2.12 Theory-based framework (Aparicio & Bação, 2013)

These three elements (educational model, teaching method, and learning technology) enable the
connection between the learner (open learning, distributed learning), the highlights
(collaboration, articulation, reflection, exploration), and the process in which the communication
takes place (synchronicity, asynchronous communication tools).

2.13 MODELS FOR DELIVERING QUALITY E-LEARNING

E-learning models have progressed. In this area, the five-advance model for conveying quality e-
learning which think about the sociality, innovation and teaching method in arranging and use of
e-learning is considered.

1. Learning activities

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The meaning of a learning activity is that one or more learning outcomes related to it must be
included. There is a set of activities that must be performed in order to achieve the expected
learning outcomes. Various factors are associated with the learning programs when conducting
these tasks.

These exercises are characterized into two levels: for the basic levels of studying, where the
campaign fundamentally requires students to understand and collect data and advanced degrees
of studying, where the action expects students to apply the data, analyze outcomes, travel to
figure out how to another situation, and interact with others.

2. Environment

This is the establishment on which e-learning is constructed. The framework, which incorporates
specialized foundation, programming and equipment, and all available web tools, are expected to
help and empower e-learning in schools. The environment

must be stable and secure. The skills will blend and match with the conveyance choices relying
upon the course structure and other learning conditions. The choice may even be identified with
the individual style of the educator and student and the instructive issues.

3. Awareness

In an association, the full implementation of e-learning involves the ideal people, the perfect
place, and the right properties. The cornerstone of fitting society and knowledge is essential for
an association's active appropriation of e-learning. Additionally, its appreciation by the
stakeholders involves a matter of high significance for its adequacy. It is vital to building up a
key intend to make familiarity with e-learning and realize recognition of this new learning
chance.

4. Services

The accessibility of essential assets, any authoritative and specialized assistance, personnel
availability, usability, hardware, software and staff training in system features should be included
in this.

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2.14 CONCEPT OF COMPUTER PROGRAMMING

A computer is a machine that receives instructions and produces a result after performing an
appropriate assignment. Since is a machine, it expects good and precise directives in order to do
something. The result depends on various factors ranging from the particular capacities of the
machine, the instruction it received, and computer cannot figure out what you want. The
computer doesn’t think and therefore doesn’t make mistakes.

Computer programming is the art of writing instructions (programs) that ask the computer to do
something and give a result. A computer receives instructions in many different forms, four of
which are particularly important. The first instruction are given by the manufacturers of various
hardware parts such as the microprocessor, the mother board, the floppy and CD- ROM drives,
etc. these parts are usually made by different companies, setting different and various goals that
their particular part can perform. The instruction given to the microprocessor, for example, tells
it how to perform calculations, at what speed, and under which circumstances.

The instruction given to the motherboard tell it to behave like a city where people and cars can
move from one part of the town to another, back and forth, for various reasons; this allows
information to flow from one part of the city, I mean one section of the computer to another.

Once the instructions given to the hardware parts are known, software engineers use that
information to give the second sets of instructions to the computer. These instructions known as
an operating system are usually written by one company.

These second instructions tell the computer how to coordinate its different components so the
result will be a combination of different effects.

This time, the computer is instructed about where the pieces of information it receives are
coming from, what to do with them, and then where to send the result. This time also the
operating system designers impose a lot of behaviors to the computer as a machine.

2.15 PYTHON PROGRAMMING LANGUAGE

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Python is an interpreted high-level general-purpose programming language. Python's design
philosophy emphasizes code readability with its notable use of significant indentation. Its
language constructs as well as its object-oriented approach aim to help programmers write clear,
logical code for small and large-scale projects.

Python is dynamically-typed and garbage-collected. It supports multiple programming

paradigms, including structured (particularly, procedural), object-oriented and functional
programming. Python is often described as a "batteries included" language due to its
comprehensive standard library. Python, one of the most popular programming languages in the
world, has created everything from Netflix’s recommendation algorithm to the software that
controls self-driving cars. Python is a general-purpose language, which means it’s designed to be
used in a range of applications, including data science, software and web
development, automation, and generally getting stuff done.

Guido van Rossum began working on Python in the late 1980s, as a successor to the ABC
programming language, and first released it in 1991 as Python 0.9.0. Python 2.0 was released in
2000 and introduced new features, such as list comprehensions and a garbage collection system
using reference counting. Python 3.0 was released in 2008 and was a major revision of the
language that is not completely backward compatible and much Python 2 code does not run
unmodified on Python 3. Python 2 was discontinued with version 2.7.18 in 2020.

Python consistently ranks as one of the most popular programming languages. Currently in 2023,
it ranks third in the most used programming languages.

CHAPTER THREE

METHODOLOGY AND SYSTEM ANALYSIS

3.1 INTRODUCTION

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E-learning is the technique of learning that takes advantage of modern information and
communication technologies (ICT) to meet students' ongoing educational needs. Online-enabled
learning "or" The use of network technologies is called E-Learning to generate, encourage,
distribute, and facilitate learning, anytime and anywhere. Web based interactive learning
platforms are gaining popularity with the advances in internet technology. These systems, being
online, offer an opportunity to learn any course / subject at any time from any part of the world.
In terms of time, money, paper, etc., it can be helpful in saving resources that will enhance the
accessibility of course instructors as well as students. The role of e-learning has increased in light
of the changing trends in ICT and the shortage of time. Once the contents of the course are
digitized using a certain Content Management System (CMS) and made accessible on the
internet, researchers, instructors, and students can use them effectively. We will provide a clear
understanding of all the processes involved in the design of the system in the following parts of
these chapters.

3.2 PROPOSED SYSTEM AND IMPLEMENTATION

The proposed Multimedia Learning System for teaching programming in Python is a web-based
application that is developed for universities/Schools to advance their learning methods. This
project allows computer science students to study online and communicate with their lecturers
using multimedia platforms. The System will provide the following advantages when
implemented: Lower costs. Faster delivery, Increased reach, Personalized training experience,
Learning times reduced, Consistent delivery. This new system, when adopted will do the
following:

1. Ensure that student evaluation questions are not out of context and covers the three
domains of learning.
2. Manage learners’ courses effectively.
3. Integrate a feature which will enable learners to schedule reminders for their assignments
or evaluations.
4. Develop a feature which will be used to make sure that all the levels of learning are
covered in a course.
5. Ensure that learners answer questions based on their learning abilities for evaluations.

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3.3 FEASIBILITY STUDY

The existing system of teaching and learning had shown certain weakness which could be
overcome through the use of ICT and e-learning procedure. For all the purpose of accomplishing
this, there is the need for determining the feasibility of the proposed e-learning products in terms
of the technical, operational, time and economic feasibilities.

The technical feasibility would be considered based on two perspectives the developer(s) and the
user(s) technical feasibilities. This is the fact that both the developer(s) and the user(s) require
certain basic technology or electronic devices. The developer(s) technical feasibility required for
the accomplishment of this project is as follows:

1. Computer peripherals (input devices) scanner, webcam, or any other multimedia input
device for the capturing of images.

2. The necessary software such as visual basic, Microsoft front page or Dream weaver,
macromedia flash and other required software for the development of the proposed
products.

3. Access to the internet will require the following:

a. Subscription to any ISP that would render data card, wireless connection, or any other
digital communication medium.

b. Subscribe to any web host that is compatible with the proposed e-learning design and
implementation requirements.

On the part of the user(s), the technical feasibility is relatively fewer, and they are as follows:

1. Internet accessibility, if the user will need to make use of the online e-learning products.

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For the determination of the operational feasibility, I will undertake a study to know the extent to
which the e-learning products will be acceptable by the lecturers and the students (who are the
core users) of the department, the school and other educational institutions, and the general
public. This is intended to be achieved through interviewing some class of persons and
distributing evaluation forms to all the students and staff of the department, school officials,
other educational institutions, and some selected organizations that are both computer and
educational oriented. Their response, when evaluated, will aid in estimating the content to which
the primary objectives of the proposed e-learning products will be actualized.

The time feasibility for the attainment of the primary objectives of the proposed e-learning
product will not be considered based on the fact that this project is a virtual project.
Nevertheless, if the project is to be implemented by the department of computer science, Joseph
Ayo Babalola University in the future, the time feasibility will be determined. As for the
moment, the time feasibility will be considered based on the availability of the aforementioned
technical feasibility especially, that of the developer(s), funding of the project and time it will
take for the actual design of the proposed e-learning products. The availability of the basic
technical requirement if not on time, will affect the completion time and the design of the
proposed e-learning products. The funding of the project will also affect the completion time if it
is adequately and consistently done. As noted earlier in the literature review that e-learning
products varies, the kind of e-learning product and its specifications is directly proportional to
the time required for its production. Therefore, in other to beat the time constraint for this
project, the web-based tutorial will be fully developed while the computers assisted application
will not be completely developed.

Finally, the economic feasibility for the proposed e-learning products is directly affected by the
purpose and the objectives for which they are designed. The web-based tutorial will be
instructed, and it is not targeted for any profit (monetary) but will serve as a means of advertising
and marketing the other e-learning products, this implies that its economic feasibility is strategic.
The
computer assisted learning application and the e-book are both designed for financial purpose in
that they are delivered on demand and in exchange for money.

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 3.4 SYSTEM ARCHITECTURE

Figure 3.4 Architecture of the System

3.5 DATABASE DESIGN

A database is an organized mechanism that has the capacity of storing information through
which a user retrieves stored information in an effective and efficient manner. The data is the
purpose of any database and must be protected. The database design is a two-level process. In
the first step, user requirements are gathered, and a database is designed which will meet
these requirements as early as possible. This step is called Information Level Design, and it is
taken independent of any individual DBMS.

In the second step, this information level design is transferred into a design for the specific
DBMS that will be used to implement the system in question. This step is called Physical
level Design, concerned with the characteristics of the specific DBMS that will be used. A
database design runs parallel with the system design. The organization of the data in the
database is aimed to achieve the following two major objectives.

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 1. Data integrity
2. Data independence

Normalization is the process of decomposing the attributes in an application, which results in a

set of tables with very simple structure. The purpose of normalization is to make table as simple
as possible. Normalization is carried out in this system for the following reasons:

1. To structure the data so that there is no repetition of data.

2. To permit simple retrieval of data in response to query and report request.
3. To simplify the maintenance of the data through updates, insertion, deletion.
4. To reduce the need to restructure or reorganize data which new application requirements
arise.

3.6 RELATIONAL DATABASE MANAGEMENT SYSTEM

A relational model represents the database as a collection of relations. Each relation describes
a table of values or files of records. In formal relational model terminologies, a row is called
a tuple, a column header is called an attribute, and the table is called a relation. A relational
database consists of tables, each of which is assigned a unique name. A row in a table
represents a set of related values.

3.7 REQUIREMENTS SPECIFICATIONS

This section distinguishes between functional and non-functional criteria. These criterias are
important measures that must be met in order for the website to be classified as efficient and
hence, improve the project's quality.

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 3.7.1 FUNCTIONAL REQUIREMENT SPECIFICATION

The functions of a system and their respective components are defined by functional
requirements. It concerns the services that the system should provide to the user.

NAME DESCRIPTION ACTOR

User registration Functionality for user User

to create account

Login Functionality for user User

to get access

Logout Functionality for user User

to end session

Take a class Functionality to take a User

class

Add classes Functionality to add Tutor

classes

Upload material Add a course material Tutor

Assessment Give assignment at the

end of every course

Table 3.7.1 Functional Requirement Specifications

3.7.2 NON-FUNCTION REQUIREMENT SPECIFICATION

Non-Functional Requirement is a type of requirement that specifies criteria for judging a

system's operation. These requirements are necessary for the system to provide instructional
services in such a way that students are not frustrated and continue learning in a virtual world.

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A non-functional requirement is a requirement to evaluate the functioning of the system. These
are not functional requirements, but coupled with functional requirements, they now become
basic standards of the framework. Also, these nonfunctional requirements affect the way the
software is designed and developed. The non-functional requirement incorporated in the design
are as follows:

1. Availability: The e-learning development is internet-based, and therefore it is accessible

wherever at any time and with high bandwidth. The platform will be available to users
not only within the university premises but also outside the campus.
2. Scalability: This web platform system will be able to add/remove additional materials
whenever necessary. Thus, through the dynamic allocation of resources, the app can
handle scalability on a per-use basis and decrease maintenance costs.
3. Security: A secure database will be crested, and most operations will be done on the
server-side to prevent users from accessing information. Also, aspects of the E-Learning
database will be private and, as data is transferred to the server, the data seems out of the
user's reach.
4. Authentication: This web application will be built on a secure system of access control.
As the app will be implemented, and during development mode, an authentication
strategy will be put in place to permit verified learners.
5. Privacy: Besides the high level of the security created, users‘ information will be discreet
for the particular type of user of the institution. In this situation, the student‘s details and
login info is private information that can only be processed in the application's database.
6. Learnability: This system will concentrate on the students and not just on contents. The
portal will have the available courses offered in the institution which students can pick
what they offer.
7. Usability: The system will be highly useful in order to improve the efficiency,
productivity and satisfaction of the system, thus increasing the system‘s performance.

3.8 USE CASE DIAGRAM

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 Figure 3.8 Use case diagram of the tutor and the student

3.9 INTRODUCTION TO SYSTEM DESIGN

Design is the first step into development phase for any engineered product or system. Design is a
creative process. A good design is the key to effective system. The term “design” is defined as
“the process of applying various techniques and principle for the purpose of defining a process or
a system in sufficient details to permit its physical realization”. Some design sit at the technical
kernel of the software engineering process and is applied regardless of the development
paradigm that is used. The system design develops the architectural detail required to build a
system or product. As in the case of any systematic approach, this software too has undergone
the best possible design phase fine tuning all efficiency, performance, and accuracy levels.

34
The design phase is a transition from a user-oriented document to a document to the
programmers or database personnel. System design goes through two phases of development:
Logical and Physical Design.

3.9.1 INPUT DESIGN

The design of input focuses on controlling the amount of input required controlling the errors,
avoiding delay, avoiding extra steps, and keeping the process simple. The input is designed in
such a way that it provides security and ease of use with retaining the privacy. Input design
considers the following

1. What data should be given as input?

2. How the data should be arranged or coded
3. The dialogue to guide the operating personnel in providing input.
4. Methods of preparing input validations and steps to follow when error occurs.

3.9.2 OUTPUT DESIGN

A quality output is one which meets the requirements of the end user and presents the
information clearly. In output design determines how the information is to be displaced for
immediate need. Efficient and intelligent output design improves the systems relationship to help
user decision making.

Designing computer output should proceed in an organized, well thought manner, the right must
be developed while ensuring that each output element is designed so that people will find the use
of the system easily and effectively. We should consider the following when designing output:

1. Identify the specific output that is needed to meet the requirements.

2. Select methods for presenting information.
3. Create documents, reports, or other formats that contain information produced by the
system.

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 CHAPTER FOUR

SYSTEM IMPLEMENTATION AND RESULT

4.1 OVERVIEW

This chapter provides the requirements for the design and implementation of an e-learning
platform on python for beginners. Both functional and non-functional requirements are being
documented. This project will create a platform for the learning of python mainly for beginners
and allows them to take courses that are available by tutors, and also allows them to test their
code online with python IDE, making their learning progress very seamless and as easy as
possible.

4.2 DEVELOPMENT TOOLS FOR THE SYSTEM

HTML, CSS and JavaScript and PHP were utilized to construct a web application. Mysql was
required to link the client-side to the database and to develop the database, respectively. The
features of all these components are below:

HTML (Hypertext Mark-up Language)

HTML is used to create pages shown on the web. Every page includes a set of links to individual
sites named hyperlinks. Each web page on the web is constructed using one or more variants of
HTML code. Anything between the open and the closing tag in HTML is shown or influenced by
the tag.

The reasons it was used in this course are stated below:

1. It is effortless and can be recognized and changed.

2. It is effortless to render a successful HTML layout since it has a lot of tag design.
3. It is a mark-up language, so it gives an adaptable method to configure site pages
alongside the content.
4. It makes it easier to append a link to web pages (by HTML anchor tag), so it increases the
user’s preferences in browsing.

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CSS (Cascading Style Sheets)

CSS is a stylistic sheet tool used to characterize a text published in a mark-up language. Together
with HTML and JavaScript, CSS is a crucial component utilized by most sites to build visually
appealing web portals, web device user interfaces and various smartphone user interfaces.

CSS was chosen because of the following characteristics:

1. Less software and more transparency

2. CSS contains many functions and methods with which to provide expanded features to
visitors.
3. All changes are carried out centrally.

PHP AND JAVASCRIPT

They are scripting languages that makes our web site to be truly dynamic. They contain
numerous built-in functions with flexibility and relatively small learning curve, making them one
of the most popular scripting languages around. Some of their benefits in this project include:

1. Less server interaction

2. Increased interactivity
3. Speeds up software execution since they allow time to link to the server.
4. Implementation is realistic, sparing a ton of time to create interactive material for the site.

4.3 SYSTEM REQUIREMENTS

4.3.1 HARDWARE REQUIREMENTS
1. A Pentium IV CPU, 1.8 GHz or higher processor.
2. RAM Memory Requirement: minimum 512MB
3. 1.2 GB hard disk space or higher.
4. Internet connection
5. SVGA monitor
6. Keyboard and mouse

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 4.3.2 SOFTWARE REQUIREMENTS
1. Operating system: Windows, MAC, IOS, Android.
2. XAMPP web server
3. MySQL database
4. A browser that runs JavaScript and accept cookies.

4.4 IMPLEMENTATION PROCESS

This section shows some screenshots of some functions of the users.

1. Home Page
2. General functions
3. Student's module
4. Lecturer / Tutor’s module

4.4.1 HOME PAGE

The Home Page as shown in Figure 4.1 is a PHP form with no input field. It contains a brief
description of the Personalised Web-base e-Learning System as well as some menu buttons that
will take the system user to other parts of the system.

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 Fig. 4.4.1 Home page

4.4.2 GENERAL FUNCTIONS

There are several functions in the eLearning web application that the users share.

These functions include:

1. Create an account

2. Login

3. Request new password

4. View All Available Courses

4.4.2.1 Create an Account

This section is for the student/lecturer who has not accessed the platform before and does not
have any information stored in the database; therefore, has no login information. A user's account
page was created in figure4.1, such that the individual enters the required fields, and the details
are stored in the database. Upon sign up, a user is required to provide a specific role which they
belong to, a lecturer or a student. If a lecturer role is picked, a unique id will be needed from the
lecturer to confirm authentication. Figure 4.4.2.1 shows an illustration of the registration page.

Fig. 4.4.2.1 Sign up page for students

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4.4.2.1.1 Tutor Registration

The Tutor Registration page as shown in Figure 4.3 is a form with textboxes and a register button
for input data. It collects the tutor’s relevant particulars; it is used to assign Tutor ID and
Password for new tutors who can now use their profile to login and create or edit learning
content.

Fig. 4.4.2.1.1 Tutor Sign up page

4.4.2.2 Login

After the successful registration of the user, the user can log in to the web application with their
credentials as shown in figure 4.4.2.2, i.e., the user’s email address and password are validated,
and the user is redirected to their respective pages. Both types of users will have different
functionalities and features based on their role in the application. The user's sessions will be
stored after login, so a user does not always login every time the browser or an existing tab is
closed.

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 Fig. 4.4.2.2 student login page

4.4.2.2.2 Tutor login

The Tutor Login page as shown in Figure 4.2 is a form with two textboxes and a login button for
input data. It collects the Tutor ID and password for registered tutors and allows them to login
and create or edit learning content.

Fig. 4.4.2.2.2 Tutor login

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4.4.2.3 Reset password

All user can change their password through the forgot password option. In this case, it is done
with tokenization with the help of a “csurf” NPM package. Validation of the user’s email will be
required in order to proceed to reset the password. In fig. 4.4.2.3, a user inputs an email used
during registration, and further details are sent to proceed with the password reset.

fig. 4.4.2.3 Reset Password

4.4.2.4 View All Available Courses

All logged-in users, both lecturers and students, can view all available courses offered by the
department (in this case) from the “All Courses” menu. There is a search tab to find a course by
inserting the course code to the search tab, and this sends a query to the database. A student can
register to take a course while a lecturer registers to teach a course. Depending on the user’s role,
the register button takes the user to their respective pages and assign the various functions.
Figure 4.4.2.4 shows the “All Courses” page of the web application.

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 Figure 4.4.2.4 All Courses

4.4.3 TUTORS MODULE

After the lecturer successfully logs in, he is directed to “my courses” page which contains all
the courses a lecturer teaches. This redirect is done automatically based on the user’s details
already stored in the database in which the user’s role has been predefined. For testing this
project, a user (lecturer) was created with the name “Ewe” as shown in Figure 4.4.3
and used to test the lecturers’ module.

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 Figure 4.4.3 Tutors page

4.4 QUIZ PAGE

We added the functionality of quizzes that allows students to test their knowledge after every
class they checked out.

Fig. 4.4 Quiz page

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 4.5 PYTHON COMPILER PAGE

Learning by doing is a crucial aspect of learning and development for beginners in any
programming language. So to make the platform more technical, we also added the Python IDE
support, as this will enable the student’s test their codes so as to know whether they’re
progressing in their learning.

Fig. 4.5 Phyton IDE

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 CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1 SUMMARY
This study covers an essential aspect in the development of an e-learning web application which
aids both students and tutors alike in sharing or viewing content that benefits their programming
skills. The e-learning platform designed and implemented for Python beginners is the end point
of a thorough development process, aiming to provide an effective and user-friendly learning
environment.

5.1.1 OBJECTIVE ASSESSMENT

After building the system, I achieved the following objectives:
1. I was able to develop an e-learning platform that teaches python programming language
to beginners.
2. I was able to introduce multimedia learning, tests, and quizzes support to aid effective
learning.
3. I was able to evaluate the existing literature of e-learning.

5.1.2 LIMITATIONS AND CHALLENGES

Changing and managing this transition was a big deal for this project, where a lot of things had
to be rethought because of issues that came up during different stages of the project. Any project
is an ever-changing process, especially when it's being done in an unpredictable environment
where the human factor is really important. We all know that no research work is done without
some challenges, and this project job is no exception. To give you an idea of the economic and
time constraints that students face, here are some of the factors that limited the study.
1. Financial limitations: In undergoing a study like this, it is meant to be done on a larger
scale and with enhanced features to the project platform but due to lack of funds, some
functions and features couldn’t be put into place.
2. Time limitations: The period used in carrying out this study was short and conflicted
with other activities (i.e., school activities). For instance, combining lectures and project
was so hard.
3. Limited access to information/data: During the course of this research, there was a lot
of limitations to the access of some information, data and documents that would have
aided the success of the project.

46
 4. Environmental limitations: These were constraints which occurred due to power and
the location of the research and study location which had a higher level of reoccurring
distractions.
Also, the following challenges were observed after the development of this system:
1. Only registered users can use the platform.
2. Internet must be available to use the application.

5.2 FUTURE ENHANCEMENTS

With the time given, there is always room for improvements. These improvements include:
1. Development of an android application to run on phones.
2. Issuance of certificates.
3. Text to speech function.

5.3 CONCLUSION
E-learning is becoming more popular day after day due to the rapid technological advancements
made especially in ICT. Disappointedly, the under-developed countries like Nigeria are yet to
implement e-learning effectively, for the acquisition of Education, knowledge, skills and training.
This is partly because of the inadequacy of the required infrastructure and the improper attention
given to its impact. Although most of the tertiary institution had already commenced the use of
E-Learning, it is mostly implemented for administrative purposes such as examination and
learning purposes.
ICT in teaching makes it more student-focused, which can be a challenge for some teachers and
students. But with the shift to digital media and info, the role of virtual learning in education is
becoming more and more important, and it's only going to get bigger and more important in the
future. To make the most of the Internet as the main medium in education, it's going to require
the development of new systems, digital concepts, frameworks, and information channels, as
well as innovative teaching and education techniques and approaches.
This project successfully delivered on all requirement specifications specified by the user. Care
was ensured during the design to make sure data integrity is maintained and to avoid all forms of
redundancies associated with data. The user is assured of a friendly and beginner interface,
behind which there are wide ranging technical details that went in. The user guide is a mere
formality because, the project was specially created bearing in mind interaction and designs that
would make users feel as though they have used a system such as this.

47
This project has also been built in such a manner that future changes or modifications that are
required can easily be implemented without affecting the functionality of the system.

5.4 RECOMMENDATIONS
Building on the success of the e-learning platform, this section provides recommendations for
further development and improvement. Research done as regards to this project, coupled with the
fact that we now live in a world that everything is now digitalized, to successfully integrate this
system into the teaching and learning process, the following recommendations are provided for
further development and improvement:
1. To ensure the platform remains relevant, regular updates to learning materials are crucial.
Continuous improvements, additions, and revisions will allow the platform to adapt to the
evolving landscape of Python programming, keeping learners informed about the latest
trends and technologies.
2. Learners should be encouraged to acquire portable personal computers in order to avail
themselves of this new technology to improve their personal knowledge.
3. Implementing a user feedback mechanism is essential for refining the platform based on
the needs and experiences of the learners. Constructive feedback can provide valuable
insights into areas for improvement, helping the development team to address issues and
enhance the overall user experience.
4. Establishing collaborations with experienced Python instructors can elevate the platform's
content. Workshops, advanced courses, and specialized modules created in collaboration
with industry experts can offer learners a deeper understanding of complex Python
concepts and real-world applications.

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