Design and Implementation of A Virtual E-Learning System

TITLE PAGE
DESIGN AND IMPLEMENTATION OF A VIRTUAL E-

LEARNING SYSTEM
(A Case Study of Lagos State University)
BY
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SUBMITTED TO
THE DEPARTMENT OF COMPUTER SCIENCE
SCHOOL OF ENGINEERING TECHNOLOGY
LAGOS STATE UNIVERSITY
IN PARTIAL FULFILMENT OF THE REQUIREMENT

FOR THE AWARD OF ------------ IN COMPUTER
SCIENCE
SEPTEMEBER 2008
CERTIFICATION
This is to certify that ------------- with the registration number
----------- carried out this research work. As a final -------
project in partial fulfillment of the requirement for the award of
---------- in computer science Department, school of
engineering technology, ----------------------.
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-----------------------
DATE
SUPERVISOR
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DATE
H.O.D
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EXTERNAL EXAMINER DATE
NOTE: These materials are meant to assist and guide you during your
project. Study it carefully and use the information in them to develop
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DEDICATION
I dedicate this project work to God Almighty in heaven for his
immense mercies, protection and direction to me, throughout
my stay in school.
ACKNOWLEDGEMENT
I wish to express my profound gratitude to those who
contributed to my Parents Mr. and Mrs. --------- for his
encouragement and his advice, may God bless you.
An exceptional gratitude goes to our supervisor in the person

Mr. -------- who was always there for us in time of assistance
and advice to make this project a successful one.
I also extended my gratitude to our good. H.O.D of computer

science department in the person of DR. ----------- and other
lecturers in these department and we pray to God to see them
through.
And I wish to send my regards to my sisters -----, ------, ------,

--------, -------- and my only Brother ----------, to you all I say
remain bless.
I will not forget my good friends, well wishers and love ones
that in one way or the other contributed immensely to success
of these projects, I ask almighty God to bless you all Amen.
Finally I am loyal to the great and everlasting Father in Heaven

who has been so faithful and kind in all ramifications of my life
and my days in these schools in partial fulfillment of my
Diploma Award. I say may His name alone be exalted Amen.
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ABSTRACT
The demand to acquire knowledge or to learn has rise, thus,
the present technology had gone a long way to provided means
to learn, irrespective of the distance or the location of the E-
learner and source of information. This is achieved through
electronic sharing of information and virtual classroom.
However, virtual classroom and text based e- learning is a
system design to help student gain access and acquire
knowledge in any university of their choice. This method of
learning will enhance face – to - face instruction or campus,
use of computer in classrooms and elicitation of information
with the World Wide Web (WWW) enhanced distance education
(on or off campus). Individual and group learning with both
print and computer based materials.
With all these, virtual classroom and test based e-learning

knowledge is moving towards every students and staff of
Federal Polytechnic Nekede Owerri (for instance) being an e-
learner at least for part of their study, this could be through
learning materials e- mails contacting tutors or submitting
assignment, the use of website for research or any one of the
myriad e- learning application. Thus, students or staff must not
travel to Americas to acquire knowledge. Also information can
be send to students abroad through online.
Never the less, in this research work, chapter one deals with
the introductory part of this work and some definition of terms
chapter two deals with literature review and some other
important review, chapter three talks about the description and
analysis of the existing system, chapter four deals with the
system implementation and programming, chapter five is the
summary, conclusion and recommendation.
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TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of the study
1.3 Purpose of the study
1.4 Objective of the study
1.5 Scope and limitation of the study
1.6 Definition of terms

CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Strategic importance of e-learning
2.2 Organizational culture- an important consideration
2.3 Training post
2.4 Training role
2.5 Training competencies
2.6 Learning attitude towards using technology
2.7 On- line interaction and communication
2.8 Evolution of e- learning
2.9 Training effectiveness in e- learning
2.10 Learning environment
2.11 Global issues in e- learning
2.12 Learning and teaching styles
2.13 The role of instructors and students in collectives and
individualistic culture
2.14 Differences in educational system Religious and political
issues
2.15 Religious and political issues
2.16 Languages issues in global e- learning
2.17 Learning object

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2.18 Text and graphic
2.19 Future delivery system and technologies
2.20 XML (Extension mark-up language)
2.21 VRML (Virtual reality modeling language)
CHAPTER THREE
3.0 Description and analysis of the existing system
3.1 Facts finding methods used
3.2 Objectives of the existing system
3.3 Input process and output analysis
3.4 Information flowchart diagram Programs of the existing
system
3.5 Problems of the existing system
3.6 Justification of the new system
3.7 Organizational structure
3.8 Design of the new system
3.9 Output/ input specification and design
3.10 File design

3.11 Procedure chart
3.12 System requirements
CHAPTER FOUR
4.0 System implementation
4.1 Program design
4.2 Program flowchart
4.3 Algorithm Source program
4.4 Test run
CHAPTER FIVE
5.0 Summary/ conclusion
5.1 Recommendation
Bibliography
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CHAPTER ONE
1.0 INTRODUCTION
Virtual e- learning is a system designed to help students gain
access and acquire knowledge in any university of their choice.
It can include: Enhance face –to- face instruction (on campus,
in class use of computer and the World Wide Web (WWW),
enhanced distance education (on or off campus) individuals and
group learning with both print and computer-based materials
instruction entirely online (individual and group learning)
because of this mix virtual classroom and text based e-
learning knowledge is moving towards every student being an
e- learner at last for part of their study, whether through
learning materials, e-mail for contacting teachers/ tutors or any
one of their myriad other e-learning applications.
Online learning results to learning and other supportive
resources that are available through a computer and it includes
computer based training, computer based instruction and

technology. The e-learning system use text messages to
deliver information and data. Student or e-learners will be in
their computer receiving lectures as if they are in classroom.
This has gone a long way helping e-learners to acquire degree
in the institution they have never seen.
1.1 BACKGROUND OF THE STUDY
Internet as global connection of computers sited around the
world forming huge network for information to be shared and
disseminated by many millions of people has done so well in
information technology and in education so to speak. Virtual
classroom and text-based e-learning cannot be an exception.
Often time’s students experience a lot of difficult in the quest
for basic knowledge from higher institution of their choice, not
for the fact that the person doesn’t have resources to acquire
them but the risk in traveling from the said institution wherever
the person might be pose problems. In order to reduce these
risks, satellite computer were established but did not solve the
problem of traveling out from one’s location to the said location
in quest for knowledge.

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In this regard, Federal Polytechnic Nekede compete with a of
institutions, this sometimes reduces the number of students
enrollment in the school to the above listed problems the
system “virtual classroom and text based e- learning was
designed with this Federal Polytechnic Nekede will have
thousands of student in which she doesn’t provide any a
accommodation or any structure for and still gain much
grounds economically and student all over the world suffer less
in having any of Federal Polytechnic Nekede’s certificate.
This is designed that before anybody can participate must
register. Students have free registration form but lecturers
must provide their staff number that tally with their surnames
before they have access to registration form. One month is
giving to student to pay his/her school fees after registration to
remove his/her name from the database.
This will go along way increasing student’s enrollment in the
institution. The system has very security conscious software
that resides in the ever helping except those supposed. Having

seen and observed. Having seen and observed this benefit to
students in an unprecedented scale.
Indeed, this sounds interesting to my academic pursuit in FPN.
Perhaps this calls for implementation.
1.2 STATEMENT OF THE PROBLEM
Due to the problems students find and experiences, it has
never been easy for students to acquire basic and necessary
education in any institution one wishes irrespective of the fact
that the resources are there. This poses a lot of problems
sometimes they will embrace not going to school at all. It is
very impossible for a student in America or any other country
coming to FPNO everyday for lectures more so, it will be
impossible for FPN staff going to America or any other country
where the students might be located everyday to deliver
lectures.
Sometimes if number of students increase reduction in
student'’ admission will be affected in order to provided
adequate structures where they can have their lectures. The
above views are what gave birth to the research work in order
to find solution to them.

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1.3 PURPOSE OF THE STUDY
The purpose of the study is to find possible solution to students
whom because of nearness to institute and are unable to
acquire knowledge that they need. Again, to provide students
easier way to acquire any of the FPNO certificates without been
in the institute or with less difficulty. Notwithstanding the fact
that other institutes who offer the same courses as FPNO exist,
this will go far reducing her competition with them. Since the
system is virtual, that is there will be no physical contact
between students, their instructors and FPNO, the problem
structure is solved.
1.4 OBJECTIVE OF THE STUDY
As they say “scientia st potential” that is knowledge is power”.
The aim of this research is to provide the students all the
information needed in any subject that is done in this great
institute FPNO. Again to assure that student meets the current
trend to academic setting all over the world. This will go a long
way making FPNO to be aware of trends in technology and gain
to making them have desires for other on-line provisions and
computerization in the institute.
1.5 SCOPE AND LIMITATION OF THE STUDY
The project is concerned with the virtual e-learning system files
that are transferable within the net. It should be in form of text
file (.txt), rich text files (.rtf) or hypertext mark-up language
file (.htmf).
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LIMITATIONS
To be candid, I encountered a lot of problems while carrying
out this research work.. It wasn’t easy for me to get data
relevant for this research. The most important thing I
needed was courses FPNO was doing. I requested that
from different schools of which I were told to go from one
department to another to collect them. Lastly I were able
to get some and others from FPNO library. The project
work is a tasking job which demands time, money and
commitments. Due to lack of funds to meet all resources
and materials that are used, I had to make do with other
activities while the process was going on.
1.6 DEFINITION OF TERMS
COMPUTER: an electronic device that is capable of accept
In data, processing data automatically, store it, produces the
result where needed.

VIRTUAL CLASSROMM: is an act of using IT tools to
distribute or share knowledge between groups of learners. It is
not going to be physically but the use of electronics.
E – LEARNING: it is an acronym of eletroniic learning it is an
aspect of virtual classroom that is concerned with sharing of
knowledge electronically by use of text video, web or any other
IT tools.
FILE: this is a collection of related records.
VEL: This is the acronym of virtual electronic learning
PROGRAM: a set of logical instructions combined together to
perform a specific task to a given problem and providing
solution to it.
IT TOOLS: is any machines techniques etc. used in information
technology.
OUTPUT: result of the processed data by the computer.
INPUT: data supplied to the computer for processing.
IT (Information Technology): it is combination of computing
and telecommunication facility.
DATA: raw materials used by the computer.

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INFORMATION: processed data capable of solving a problem
E-MAIL: electronic mail, which is an alternative of HIPOST.
This is the use of on - line computer to send messages across
the net.
STORAGE DEVICES: a device for storing data in the computer
COMPUER NETWORK: it is connection of two or more
computers using special protocol such that they share data or
information inform of text, audio, messages or mail.
WWW (World Wide Web): this is a format that we use to
design website.
WEBSITE: it is information of a particular people, individual,
state, country etc made available to be seen or can download
on the net.
HOST COMPUTER: the main electronic device that
manipulates all the given data and produce the required result
to the individual connected to it for information retrieval.

INTERNET: it is global connection of computers sited around
the world forming huge network for information to be shared
by millions of people.
E-LEARNER: person who uses internet to receive searches for
knowledge on the internet.
LAN (local area network): is the connection of two or more
computers within one’s boundary.
LOGIN: to connect to the scale and make use of available
information provided by the designer within some range of
specification.
LOG OFF: it close one’s access from the site the person was
using.
LEARNING: process of acquiring knowledge

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CHAPTER TWO
2.0 LITERATURE REVIEW
Economic, social and technological forces continue to change
the global economy, and the way of life in organization and the
world. In specific, these forces have and continue to
revolutionize teaching and learning in organizations. Urban and
weggan (200) related that, technology, the rapid obsolescence
of knowledge and training, the need for just-in-time training
delivery, and the search for cost effective ways, to meet
learning needs of a globally distributed workforce have
redefined the processes that underlie design, development and
delivery of training and education in the workplace.
In addition, urban and weggan related that the need for
different learning models due to skill gab and demographic
hangs and demand for flexible teaching and lifelong learning
evolution, however, several terms have been attached to
characterizes the innovation and reaction that has been
occurring. Some terms are: E-learning distributed learning, on-

line learning, web-based learning and distance learning. The
purpose of this section is two fold. First, to review and
summarize definitions related to E-learning, second, to solidify
a work term and definition for the NCSA effort. Sahm (2002)
described computer based training (CBT) as usually delivered
via CD-ROM or as a web download and that it is usually
multimedia-based training. Karon (2000) discussed the
convenience factor of well-designed computer-based training
by saying that any well-designed computer-based training.
Whether it is network based or delivered via the internet is
more convenient than traditional instructor-led training or
seminars. Karan went on to say that self-paced CBT course are
available when learners are ready to take them not just when
the seminar is scheduled or the instructor is available. Hall
(1997) incorporated both Zahm (200) and Koran (2000)
definitions by underlining computer-based training as an all-
encompassing term used to describe any computer delivered
training including CD-ROM and World Wide Web. HALL further
explained that some people use the UBT term to refer only to
old time, text-only training. Like CBT, online training was
classified as an all-encompassing term that refers to all training

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done with a computer over a network and the internet
(gotschall 2000). Gotschall supplemented that online training is
also known as net based training. Urban and Weggan (2000)
related that online learning via Internet, Intranet and extrant.
They added that levels of sophistication of on-line learning
vary. It can extend from a basic on-line learning program that
includes text and graphics of the course, exercises, testing and
record keeping such as test scores and book markets to a
sophisticated online learning program. Sophistication would
include animations, simulation, audio and video sequence, peer
and export discussion groups, online monitoring, links to
materials on corporate intranet or the web, and communication
with corporate education records. Schreiber 4 BERGE (1998)
agreed with Gotschall (2000) and purported that online
learning’s nay technology based learning, that is information
currently available for direction access. they added that this
usually implies linkage to a computer. Given the broad
definition of online training, it would seem safe to assume that

we-based training is online training. Hall (1997) defined web
training as instruction that is delivered over the internet or
over a company’s Intranet.
Accessibility of this training, related Hall, is through the use of
a web-browser, such as navigation. Hall and snider (2002)
defined E-Learning as the process of learning via computers
over the internet and Intranet. Hall and snider extended that E-
learning is also referred to as web-based training, online
training, distributed learning or technology for learning.
Distance learning, however was not included in the E-learning
definition and was defined as its own entity as a learning
process meeting three criteria: a geographical distance
separates communication between the trainer and participant.
The communication is two ways and interactive: and some
term technology is used to facilitate the learning process. Hall
(2000) contends that E-learning ill take the form of complete to
components all courses as an immediate, applicable resources
to be a a life long process, that could be accessed anywhere at
anytime to meet a specific need or want. Hall added that their
links to real-time data and research would become readily

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available. Given the progression of the definitions, then web
training online learning, e-learning, distributed learning,
internet based learning all speak of each other, (Hall and
snider, 2000: urban and weggan 2000).
Similar also to E-learning and its related term is technology-
based learning. (urban and Weggan 2000) urban and weggan
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
of the delivery of content via all electric media, including the
internet, intranet, satellite, broadcast, audio/video tapes,
interactive TV, and CD-ROM. They warned, however, that
would include text-based learning and courses conducted via
written correspondence. Like (Hall 4 snider 2000), urban and
weggan (2000) have set apart distance learning and E-learning
in their glossaries, making however, E-learning inclusive and
synonymous to all computer-related application, tools and

process that have between strategically aligned to value aided
learning and teaching process. BERGE (1998) explained the
difference between distance education and distance learning.
Distance education was seen as formal process of distance
learning, with information being broad in scope, for example,
college course while distance –learning was seen as the
acquisition of instruction, encompassing all technologies and
other forms of learning at distance. This may be why most
educational institutions use the term distance education in
reviewing five institutional definition of distance education,
these were the main tenants. Historically, it meant learner
interaction. Uses audio, video and computer technologies as
delivery modes.
Delivery modes evolve as technology expands and grows.
Gotschall (2000) described distance learning as a broad cost of
lectures to distance locations, usually video presentation.
HALL and SNIDER (2000) as mentioned above, characterized
distance learning with three criteria: they are: a geographical
distance separates communication between the trainer and the
participant, the communication is two ways and interactive,

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and term of technology is used to facilitate the learning
process. WILLIS (1994) in his definition of distance l;earning
identified the acquisition of knowledge and skill as other criteria
and supported the former three criteria by saying that
information and instruction encompassed all technologies and
other forms of learning at a distance. Portot ((1997) shared
that distance learning was education or training offered to
leanings who are in different location than the source or
provider of instruction. Portot went on to say that the
technologies used in distance learning, the structure of a
course or program and the degree of supervision for distance
learning course can be versed to meet a particular group needs
or interest. Reverting to (Halls 2000) contention of E-learning
in all inclusion form, distance learning as planned interactive
courses as the acquisition of knowledge and skills at a distance
through various technological medium would seen to be one of
e-learning possible disguises. Interestingly, Urban and Weggan
(2000) saw E-learning as a subset of distance learning, online

learning. Given the review of definition on all these terms
“subset” does not appear to be most likely word to describe the
relationship among these words and their forms. The definition
shows a great depth of interdependence among them selves.
While one person may narrowly define a term, another person
could give it the all-encompassing power. This communicates
that E-learning if given the all encompassing from, can be the
larger circle of which all other forms would be overlapping at
different times and extents given their users intention. Another
rationale for this choice is the “just in time” learning is a major
advantage of E-learning. Purposes planned courses or planned
experiences. E-learning does not only value the unplanned and
the self directness of the learner to maximize indicated learning
to improve performance, the NCSA E-learning group definition.
E learning is the acquisition and use of knowledge distributed
and facilitated primarily by electronic means. This term of
learning currently depends on network and computer but will
likely evolve to system consisting of a variety of channels (e.g
wireless, satellite) and technologies (eg cellular phones as they
are developed and adapted). E-learning can take the form of

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course as well as modules and smaller learning objects. E-
learning may incorporate synchronous or asynchronous access
and may be distributed geographically with varied limits of
time.
2.1 STRATEGIC IMPORTANT OF E-LEARNING
This concept of the learning organization (Marstek and
Watkins, 199#) his grown exponentially with the technological
era. Gray and Bacon 200 related that today, corporate and the
corporate learning organization have ascended to a position of
strategic prominence in the context of managing and growing
the enterprise. Urban weggan 2000 identified the knowledge-
based economy delivered and huge knowledge gabs as
significant trends that have given rise to E-learning. In
addition, they mentioned that the second largest sector of the
US economy is the $ 772 billion education industry. The
increase in complexity and velocity of the work environment
brought about by technology changes are also major issues

that have fueled the demand for E-learning McCrea, Gay and
Bacon 2000 presented the sight from the industrial to the
knowledge or rapid technological change, the ever shortening
product developmental cycles lack of skilled personnel,
enterprise resource planning and migration towards value chain
integration and the extended enterprise as being prominent
contributors to the E-learning value chain. McCrea., Gay and
Bacon 2000 also recognized the robust economy and the
increasingly competitive global business environment as centre
to the E-learning movement.
T.coll, Lowy and Kalakota (1998) related that the competitive
environment requires companies to work together to create
online network of customers, suppliers and value added
processes, that is, an E-business community (EBC). The trends
discussed above have given birth to several business issues
that need to be quickly addressed if companies are to retain
their competitive grade. T.coll, Lowy and Kalakota (1998)
mentioned an E- business strategy must anchor on the
following forces when analyzing an E-business community.
First, the redefinition of value must be addressed because

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wealth creation communication, commerce and distribution
converse on common digital networked platforms. Industry
boundaries blur, causing providers to rethink the basis of value
creation. Secondly, digital knowledge economics must be
understood well because hoarding knowledge is a typical
counter productive and nearly impossible. In the digital
economy, knowledge must be shared. Thirdly, information
technology is driving change everywhere. Thus, every
executive in every industry must embrace the pace and
dynamic of the information technology industry.
Fourthly, jobs business processes, companies and even entire
industries face elimination or digital transformation. This means
that customers will be gaining both tangible (quality and cost)
and intangible benefits (information, control, and relationships)
while they contribute over more value to the system. Lastly,
the digital implosion drives desegregation and specialization
undermining the economic rationality of the vertically or

horizontally integrated firm. Digital knowledge reduces the time
and financial cost of information and coordination.
T.coll, Lowy and Kalakota (1998) added that it is now
economically feasible for large and diverse set of people to
have the information they need to make safe decision in near
real time. Companies can increase wealth by adding knowledge
value to product through innovation, enhancement, cost
reduction, or customization at each step in its life cycle. The E-
business forces discussed above set the stage for E-learning
strategies importance. As companies digitally transforms their
business, knowledge and training becomes rapid absolute, just-
in-time training because basic survival need, and identification
of cost-effective ways of reaching a diverse global workforce
becomes critical.
HALL and KORON 2000 capitalized accessibility of courses via
intranet 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. Urban and Weggan
2000 added that a higher retention of content through
personalized learning is possible because technology based

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solution allows more room for individual differences in learning
styles. Furthermore, they highlighted improved collaboration
and productivity among students as the online environment
offers case studies, story telling, demonstrations, role-playing,
and stimulation among other tools. Along this time, Urban
Weggan an also commented that online training is less
intimidating that supports trying out new things and making
mistakes. Therefore, if training and development underline
discrete activities, off side classroom based on “just in case”
learning, misalignment, with business is objectives and out
comes, unknown competency gaps, “one size fits all”
philosophy and the training department is in the back office
organization are far from achieving the strategic importance of
the digital economy and digital learning. Their organizational
culture is in desperate need of change.
2.2 ORGANIZATIONAL CULTURE

An important consideration Koller and Hesket 1992 related that
it is helpful to think of organizational structure as having two
levels that differs in terms of their visibility and their resistance
to change. At he deeper and less visible level, Koller and
Hesket related the culture refers to value that are shored by
people in group in group and that tend to persist over time
even when group membership patterns or style of an
organization that employees are automatically encouraged to
follow by their fellow employees. Nations, then of what is
important in companies varies, Kolter and Hesket identified
may technological innovation and employee well-being as being
possible values that may underline organizations.
Nahavandi and Malekzasal 1993 discussed assumptions
resulting from an organization success and failure in dealing
with the environment. These assumptions encompass an
organizations basic philosophy and world view and shape the
way the environment and all other events are perceived and
interrupted. Values behavior and assumptions combined with
organizational leadership nature the bond and identify the
members of organizations. Nahawandi and Mallekadeh 1993

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shared that leaders influence culture by deciding on strategy
and physical setting of the organization. indeed, having a
careful understanding of the three levels of culture and this
functional influence in your organization precedes at E-learning
strategic plan. The strategic importance previously discussed in
embedded kin a risk free environment. Thus an E-learning
strategic plan that addressed its organizational culture has little
viability.
Harreld 1998 related that in 1997, the Meta group reported
that 32 of 41 organizations surveyed had measured substantial
returns on their investment in intranets and two companies
were close to breaking even. Among the seven corporations
where intranets were not delivering value, the survey revealed
that the word environment was a major inhibiting factor. The
report related that organizational culture placed high value on
nature of the Intranet is in direct conflict with their basic
business.
Huseman and Goodman, 1999 warned that the path to
becoming, new system and viewing employees and customers
differently. Huseman and Goodman went on to say that, as
always, risks are propertimate to rewards the most serious risk
for corporate leader is not to make decisions that will move
them to becoming a knowledge organization. harreld 198
extended that imposing new technologies and management
processes on a culture that is not prepared to embrace is futile,
knowledge management requires people to believe in some
fairly counter cultural ways such as sharing your know-how
with everybody else, making your mistakes public and
spending a lot of time that knowledge intensive firms do not
work properly as a structured, departmentalized, hierarchical
organization.
Knowledge intensive firms’ works best as process, network,
culture and market place for mutual learning and knowledge.
Additionally, Nurmi mentioned that strategy couldn’t worked
from above, but emerges by way of strategic learning and
grows in a core competence, where the know-how of the
company and the need of its customers met. Mcrea, Gay and
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Bacon (2000) in discussing business E-learning industry,
recognized that employee value is not simply measured by the
ability of execute strategy and manage teams, but also their
residual of an – the – job knowledge they have amassed during
their tenure differently.
Khjanchi and Kanfi (2000) recognized that every business
organization may have a unique solution depending on its
business needs and present environment. Thus, the following
findings: XEROX used a “people driven” approach in designing
its system. The users of Eareka at Xerox were recognized for
authoring and validating useful repairs tips HP gave away
“airline miles for contributions to its trainers”
2.3 TRAINING POST
Sum gave reward and recognized to encourage sharing. The
company wants to make knowledge sharing a part of annual
review of the employees. Ernest and Youngs sencor
management provided strong for knowledge management as a
key competitive advantage sharing. Whether it is E-learning or

knowledge management, organizational culture plays important
role in their livelihood. The strategic importance, global issues
and the development and evaluation of E-learning review in
this report heighten the significance of organizational culture in
fostering and maintaining E-learning organizations trainers in
an E-learning era.
The technological innovation is constantly and pervasively
altering the way in which works is done, which in turn requires
that workplaces learning and training to occur on a just in-
time, just-what – needed and just- where it is needed basis.
Bassi, Cheney and Van Bureni 1997 E-learning is becoming a
norm for cooperate training (Chule, Thompson and Hancork,
1999: Galagan, 2000) while there is a lot of learner- related
information, limited studies have explore required trainers’ role
and skill in an E-learning scenario (Abernathy, 1998) this
section reviews and discusses trainers roles and competencies.
2.4 TRANERS’S ROLE

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Many researchers agree that technology will never replace
trainer or instructional designers, but technology brings with it
more demands for teamwork and collaboration among a
diverse group of workers (Wagners and Reddy, 1999).
Trainers, in specific will need to take an new roles as their work
design and environment changes. The following is a review of
the trainers’ roles. The traditional trainer roles include
instructional designer, instructional developer, trainer and
materials supporter. As an instructional designer, thew trainer
performs the initial analysis and instructional design tasks. He
or she also advice on course exercise and revision.
As an instructional developer, the trainer writes course
materials, and develops overhead. A trainer also does course
development, because familiar with course flow, the learns how
to use the technology. As a material supporter, the trainer
produces the training materials; manuals, overheads, graphics,
exercises and so fort (Abernathy, 1998) lastly, a trainer also

facilitates and are now involved in technology support, facility
support, the distant site facilitating.
Chute, Sayer, Gardner 1999 in doing technology support, the
trainer may choose the technology and help to install the
equipment. Trainer may also learn how to use technology. As
technology supporter and distant site facilitators. As facility
supporters the trainer many ensure those distant sites are set
up and operable. The trainer as distant site facilitators, co-
ordinate technology issues with the facility supporter and
distant sites facilitators, co-ordinates all distant-site setup and
ensure that the technology works welcomes student to class
and is available to students in case there are problems some
technical skill include: platform skill; communication skill via
computer technology authority, html and web research skills.
In addition, technology enabled learning fundamentally
changes the locus of control from the trainer to the learner.
2.5 TRANINER’S COMPETENCES
Given the changing nature of trainers’ role their competencies
are critical. Four competency categories will be discussed. They

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are; understanding adult learners, instructional competencies,
personal competencies (WEINSTAIN 2000) computer skill,
business and strategic planning skills. All trainers are expected
to understand the following:
1. Adult want practical knowledge, not theory
2. Adult have preferred learning style
3. Adult learners are diverse and unique
4. Adult learners are motivated and curious
5. Adult learners already have much knowledge and
experience
6. Adult learners need problem solving skills.
In reference to instructional competencies, trainers are to:
1. Develop expected knowledge and experience
2. Know about participants, work phases
3. Organize materials carefully
4. Keep ideas simple
5. Establish an appropriate climate
6. Use various teaching methods

7. Develop questioning skills
8. Improve research skills
9. Work on the writing skills
10. Facilitate to educate
11. Improve presentation and platform skills
12. Polish group skills
13. Focus on feedback
14. Be an effective evaluator.
Personal competencies are inclusive but not exclusive to:
1. Love learning
2. Show respect for learners
3. Motivate learners
4. Communication effectively
5. Work your network
6. Take time for reflection and
7. Be a good team player.
Computer skill cannot go unmentioned. Trainers are also
expected to know about and be able to use computer. Johnson,
Palma- Rivas, Suriya and Downey (1999) related that
instructors need to know basic operations of word processing

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and presentation of software, multiple web browsers and HTML
editors. For synchronous activities, Johnson, Palma-Rivas,
Surija and Downey also audio and use text chat to interact with
students. With E-learning being aligned with E-learning being
performance oriented and enterprise related trainers expected
to dominate at least basic business and strategic planning
knowledge and skills.
Mcgrea, Gay and Bacon (2000) related that learning
organizations are under scrutiny to demonstrate direct
contribution to the bottom line.
2.6 LEARNING ATTITUDE TOWARDS USING TECHNOLOGY
Learners perception about the characteristics of instructional
delivery media and their ability to learn using media have been
success in traditional determinations in predicting students
motivation may be equally important when implementing
computer technologies as the major source of information

transfer to students in computer mediated learning
environments. Few empirical studies indicated on interaction
between learning style and attitude towards computer
technology. According to Reiff and Powel (1199), then
reflective observation subjects had a negative attitude toward
computers. The suggested that for students whose learning
style are concrete and experimentation- activity oriented,
computer assisted instruction would be an appropriate option
while when reflective learners are introduced to this method of
instruction, they may feel uncomfortable and frustrated.
Similarly, a study by Enochs, Hanfley and Wollengery (1984)
Fund that “students with more interest in objects or things
(concrete experience) and less interest in working with people
learned better using computer- assisted instructions”. Smith’s
(1982) learning strategies and tactics as well as things that
worked in other situations to make sense of a new
environment.
EASTMOND (1995) Indicated that prior learning experience
among other factors and Hackley (1997) studied teaching
effectiveness in technology mediated distance learning and

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found a positive relationship between students’ activities
towards technology and their learning outcomes. It seems,
then that being knowledgeable about technologies and knowing
how to use them is key online learning outcomes.
Alkodmany et al’s (1999) case study on using Asynchronous
earning networks (ALNs) to teach students on two different
compasses found that without prior exposure to the
technologies involved the technologies use din the course
became barrier to learning.
2.7 ON-LIUNE INTERACTION AND COMMUNICATION
Another form of empowering online learners is by providing
multiple forms of interaction and communication opportunities.
Davie and Wells (1991) related that a sense of mastery and
community are two elements that supports personal power.

while a sense of mastery entails acquisition of skill for
participation in the electronic classroom, a sense of community
is the feeling of belonging to a supportive group and individuals
working together to make meaning combat mutual isolation as
to learn to value the contributions of oneself and others. as
facilitators that are aware of this student as unique individuals
are in a strategic position to support a sense a mastery and
community. Another empowering opportunity is synchronous
and asynchronous learner-learner interaction. Collaborative
technologies are excellent mediums for interaction and
communication.
Soo and Bonk, (1998) in asking rank types of interaction found
that asynchronous learner-learner interaction was rated the
most important type of interaction. Soo and Bonk, however,
also noted that technology alone. Each technology seems to be
the factor that both enables and contains the learning we want
to install in these online environments.
NEAL (1997) accentuates Soo and Bonk’s concern by saying
that multiple technologies provide richer communication than
any one technology alone. Each technolgoy promoted a

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different type of interaction and used different senses. Neal
also added that each technology proved effective for different
senses. Neal also added each technology proved effective for
different students’ learning styles.
2.8 EVOLUTION OF E- LEARNING
In the past few years, there has been a measurement for all
corporate staff functions, including the human resources and
training and development functions. (Hacked, 1997) chief
executive are increasingly concerned with the impact of
training on “the bottom line” (Philips, 1997). Training is no
longer viewed as a cost associated with doing business.
Organizational leaders want to know how training is:
Impacting organizational effectiveness and competitive
position. According to Holton (1995) pleasure to being pressed
on HRD and training departments to demonstrate that
intervention and programs are contributing to “the bottom line”
of the organization.
In order to determine training value, training professionals
must provide evidence that the expenses associated with
designing, developing and delivering a given training program
will ass value to the organization. in many organizations
evaluation in identifies as the most appropriate method for
demonstrating how training adds value (Preskill 1997). The
impetus for measuring the value of training has primarily been
reactive efforts while others have needed reacted to
reengineering and downsizing efforts while others have needed
to measure improvement from radical new processes.
Finally, in many organizations the status of the training and
development function has been heightened in recent years. For
many training has become an integral part of competitive
strategy. This enhanced visibility requires more account a truly,
hence organization have increase effort to measure and
evaluate the success of training (Philips 1997). As a result of
the above mentioned forces, evaluation of training and
development programs and interventions are among others,
the most critical issues facing training professionals today.

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2.9 TRAINING EFFECTIVENESS IN E-LEARNING
The use of technology in education and training is transforming
the way the people learn in today’s academic and corporate
settings. According to the 1999 training industry report,
technology-training budgets in the corporate setting increasing
13% from 1998 to 1999. While stand-up classroom instrument
is still the common delivery method for training, web-based
training is quickly gaining ground (BERSTEIN and Auerbach,
1999). The sift from traditional face to face classroom
instruction to technology based instruction is expected to
continue at an accelerated pace into the new millennium. The
rapid growth and integration of E-learning programs has
promoted experts, authors, and researchers to question how
best to evaluate the effectiveness of such programs. The
change in training delivery methods comes at the time when
corporate training department are increasingly charged with
demonstrating how their efforts add value to the organization.

(Hackett, 1997: Philips 1997, Holton, 1995 and persons are
lack to training professional to identify how training helps the
organization. instruction delivered via electronic mediums, like
any other instructional process or procedure, reassures the use
of evaluation to measure its effectiveness hence E-learning
initiatives are subject to the same effectiveness measures
raised is simply “How effective is it”? Thompson, 1998:
Rewards and fritz, Chute, Thompson and Hancock, 1999)
measuring the overall effectiveness of E- learning requires
systematic analysis of different sources and type of
information.
According to Chute, Thompson, 1999 both scholarly research
and practical experience have shown that distance learning is
educationally effective, other business values and in many
cases more cost effective than other approaches.
FEEDBAK: the amount and quality of feedback provided to he
learner has an impact on learner satisfaction. Feedback in
particular is important to the effective delivery of E-learning
courses. E-learning delivery methods such as web- based

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instruction can provide barriers to traditional type classroom
feedback. For instance, in a web-based course learners cannot
simply raise a hand and ask for clarification about a point made
by the instructor. Hence, the design and integration of
feedback mechanism impact the learner’s experience and level
of satisfaction.
According to Neal and Mgram 1999 distance learners do not
receive the day to day feedback available in traditional
classroom setting instructors-student feedback is important as
it helps the instructor to gauge the level of student satisfaction
regarding a topic or an entire course. Because of the loss of
traditional classroom feedback in learning environments, other
method to assess learner’s satisfaction need to be administered
learner feedback during and after the learning event is
important to successfully measure levels of satisfaction. E-
learning courses, because of the lack of face to face contact
between instructor and student require special effort in order
obtain information regarding learner satisfaction. For example,

E-learning courses don’t allow the instructor to gauge level of
learners satisfaction using traditional methods such as facial
expression or body language. Neal and Ingram 1999 suggested
that question related to the efficiency of what students have
learned and their level of satisfaction with distance learning
courses remain largely unanswered until the traditional and of
course evaluation forms are completed and reviewed. Special
attention must be given to obtain student feedback in E-
learning. Sherry, Fulford and Zhang 1998 conducted student is
on two different measures of distance learner’s satisfaction
with instructor with instruction, the studies were held at a
major university known for its early consistent involvement in
distance education. The courses were delivered via live two-
way audio and video technology. The first study analyzed the
accuracy of a short written survey designed to obtain learners
perspective for opportunity to interact in the distance education
course. The survey included question regarding interaction
between the instructor and learner to learner interaction.
Result its revealed that instructor to class interaction is
positively and moderately correlated with perception of learner
to be learner interaction.
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2.10 LEARNING ENVIRONMENT
The technology based learning methodologies require a focus
on the learner’s environment. The else with which the learner
can navigate through the learning environment affects the
amount of learning that occurs as well as the learner’s level of
satisfaction with the course web-based course that is difficult to
navigate is less likely to be satisfactory to users.
According to Thomas (2000) Success in technology based
learning program is based on orientation to learners not the
instructor strong focus on the learner and the learning
environment is a shift from traditional instructional design
development techniques.
Norton and Wilburg 1998 believed that learner based tools
should be selected based on the way that the help students
learn. The most important thing is how well the tool supports
the learning process. Smith (1998) described several important

characteristics of distance learning program in a university
setting.
First, they identified that the connection between satellite sites
by two way audio/video system does not provide the same
type of interaction available to students in a regular face to
face classroom environment. The experience of being at an off-
site location, due to perception of the distance learning
experiences.
Second, the site location where learners are located contributes
to learner’s perception and understanding of the distance
learning situation.
2.11 GLOBAL ISSUES IN E- LEARNING
The world is transforming into a global village with rapid
development of information and communication technology has
more (Nabil) Awebuch, Slomn, Newner and Yelch 1997. This
transformation has more and more companies searching
towards a truly global economy. As the CEO of general electric,
jack yelch stated “organization must either globalize or the die”
Today, almost 20 percent of economy is based on exports and

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imports. US corporation have invested more then $1tillion
abroad and employed overseas workers. The ability to
complete globally is depended on the innovation, the skill and
the knowledge of a learning organization and its people.
Globalizing corporate training is crucial to the success of global
business strategies.
When companies move training into a global, the biggest
challenges are the worldwide variations in social, cultural,
political and economic circumstances. Different languages,
education systems, learning/ teaching styles, government
regulations and instructions are examples of these variations to
adopt training to multicultural settings requires a new
paradigm that Chchology or culture and the unique differences
culture bring to a global workplace (KEMPER, 1998).
2.12 LEARNING AND TEACHING STTLES

According to the DDI survey, 85 percent of global companies
are trying to establish a corporate culture in all locations that is
consistent with the goals of the economy.
Similarly, they expect to institute a consistent training program
across all international locations for this to happen, though, the
local culture and customs needs can influence planning.
Designing global training program (Damarin 1998, Collins and
Ligorio, 1998 developed 1998). One important fact that needs
consideration is the differences in learning and teaching styles.
We mentioned before, hierarchy is a foundation of social order
and essential to activist cultures, while individualism is highly
valued in individualistic culture. As a result, instructors –
centered style is more natural in an individual society.
2.13 THE ROLE OF INSTRUCTORS AND STUDENTS IN
COLLECTIVEIST AND INDIVIDUALISTIC CULTURES
As a result of hierarchy, the instructor is viewed as authority in
collectivist society. On the other hand, individualistic cultures
treat people equally. This expectation and perception of role of
teacher and many cause discomfort in classroom. These are
also reflected in the class participation. In some countries E.g.

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Japan, student volunteering their responses would be
considered bragging. It is also like the students are reluctant to
ask questions in front of a group (Kemper, 1998). Being
humorous is also sensitive (Korpda, 1996, Limpman, 1991,
Mclevan, 1997). In some culture, being humorous may be
perceived as irresponsible. In the Japanese culture, if a
trainer’s behavior and activities lack form, trainee may view
the trainer as irresponsible. For example, the entertaining
instructional style, often used in the United States input net
find a receptive audience in Japan used in an approach is
considered credible. Development dimension, international has
found that teachers in different countries can react differently
to such classroom techniques as feedback and role-plays.
2.14 DIFFERENCES IN EDUCATIONAL SYSTEM
Many countries have different education system. Some
countries have shorter compulsory education years, while some
countries often, more college education opportunities than
others. the different educational system often companies a

different pool of work force to choose from. In most developing
countries, young people have fewer chances of receiving a
college education, giving companies a small pool of potential
employees (Moore, 1994). As a consequence, a small employee
market causes companies to complete for their work force.
Different educational systems may cause confusion on degrees.
Degrees can have different qualifications in different countries
(Moore, 1994; Mason, 1998) for example ion China, colleges
only accept a small portion of high school graduates, thus
graduates have higher social/ economic value than their
counter parts in the United States, who have wide accessibility
to college. Thus, some American companies have to offer
position that are normal offered to master (PHI) degree holders
in the Us to people a lower college degree in China. When the
training is designed for these Chinese employees, the
instructional designers and trainers cannot assume that the
same knowledge base as their counter part in the US finally,
different education practices, prepares employees for different
pedagogies, different learning styles, and also gives theme

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different perception of learning and teaching and if the role
teacher and student.
2.15 RELIGIOUS AND POLITICAL ISSUES
Religion and politics both are sensitive issues that trainers and
instructional designers, who adopt global E- learning, should be
mindful of. In Asia, religion, history, economics, class systems
and politics have a deep impact on how live and work issues
are perceived and programmed (Farmer, 1997). If the trainers
are not careful with these issues in the learning site, it will
cause a great deal of discomfort. For example, an American
trainer’s careless talk about unification of China and Taiwan in
a class where both Taiwanese and main land Chinese attached,
caused a complete silence in the class (Kemper, 2998). Thus,
paying to religious and political differences in most countries is
very important.
2.16 LANGUAGE ISSUES IN GLOBAL E – LEARNING
Languages is a critical issue in global E- learning language is a
cultural tools as well as itself language includes not only its
most obvious meaning, but also the usage variations within a
language that set one group from another. Such variation
related to level and choices of vocabulary and also to more
subtle variations in tone and style of language use (Aston and
Dolden, 1994). Even non-verbal language such as gesture,
body language, and facial expression is also important
especially in Asian cultures. It is best to pay close attention to
the subtle messages of body. Language, facial expressions and
isn’t being said and what’s going on in the room (Poster, 1990,
Pritchard, 1995). In the global E- learning arena, English is the
dominant language as is in the global E- commerce (Mason,
1998). This makes it hard to adopt training in non-English
speaking countries. The obvious challenge is how a team.
English – language training materials into culturally sensitive,
intellectually stimulating knowledge and skill transferring for
trainers to communicate and participate in a second language,
this case, English some studies suggest that trainers should be
allowed should also try to the nature language seek in

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interpreter’s help. Some studies distinguished technical
language from cultural sensitive language in global training
(VOLGMAN, 1997).
2.17 LEARNING OBJECTS
One evolution of standardized is the concept of learning
content as a chunked object that is independent of its
proprietor. Shared specifications in several coalitions, such as
TMs and ADI are paving the way towards true inter-
operationally among content, authority tools and learning
management platforms (Baron 2000). This specification will
then be submitted to the IEEE learning technology standards
committee, which can then standardize them. Within the IEEE
list there has been considerable work done on the development
of a learning object metadata standard. Learning objects are
defined within the IEEE as any entity, digital or non digital
which can be used, - used or referenced during technology
supported learning (computer based training systems,

interactive learning environment intelligent computer aided
instruction system, distance learning systems, and
collaborative learning environment “example of learning
objects include multimedia content, learning objections and
instructional software and software tools, and organizations or
event referenced during technology supported – learning. The
learning object metadata standards will focus on the mineral
set of attributes needed to allow these learning objects to be
managed, located and evaluated.
2.18 TEXT AND GRAPHICS (HTML)
Perhaps the most basic delivery method used in E- learning is
through static HTML pages. Brandon Hall (1997) describes this
medium as consisting mostly of text and graphics WebPages
that utilizes the basic capabilities of the World Wide Web.
These courses tend to be primarily informational in nature and
represent most of the E- learning courses that are currently
available. One advantage of using intranet- based training and
performance support is that cross compatibility of the HTML
language. All that is needed to access E – learning courses is a

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web browser, and it also frees an organization from being tied
to any one suppliers proprietary system. Text and graphics
based courses include any different types, such as courses that
exist purely on mail, bulletin board/ online discussion forums,
and static HTML web pages that consist of text and graphics.
This delivery format is often used a supplement to traditional
face to face instruction (Hall, 1997). While these courses
represent the bare minimum in terms of utilizing the
capabilities of the web designing interacting into text and
graphics courses can augment their instructional effects. One
common way in which this is accomplished is through the use
of multimedia.
2.19 FUTURE DELIVERY SYSTEMS AND TECHNOLOGOES
Many E – learning system are beginning to empty a Dynamic
HTML (DHTML) scripting I delivery. DHTML is similar to thin-
client technology as discussed earlier in that it allows for more
engaging interactions without the need for browser plus in

provided the browser plus in provided the browser version
fairly resent. The difference is that DHTML is more often used
for delivering asynchronous content. DHTML can crate robust
application over a standard internet browser used top deliver
technologies such as multimedia and even authoring
environment for E – learning content (Training and
Development 1999).
2.20 XML
Which stands for extensive markup language allows content to
be labeled in defaults, making it possible to customize E –
learning content based on a learner needs. This detailed
labeling of web page content also allows for more accurate
searches.
The technology is on the path replace HTML as the standard
web authority language and is already being used by some E –
learning provides as a means of providing on – system vendors
and consumer providers were to adopt XML as a standard, the
need for third party browser plug- in (i.e. shock ware) would be
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eliminated (Training and Development 1999). XML trends the
advantages of inter- operating even tracking learner progress.
Finally XML’s richer language allows for more interactive
content than HTML, which leads to a more engaging experience
for E- learners and many ultimately make E- learning more
commercially viable (FILpezak 1998).
2.21 VIRTUAL REALITY MODELING LANGUAGE (VRML)
Virtual reality modeling language (VRML) is the language of the
web. Its purpose is to provide information to the pages in a
three dimensional format. Because objects in this environment
are 3D. They can be viewed from any angle, including close-
ups. Applications for this in learning include stimulation such as
in manufacturing environment where one “movers” around the
factory “operating” the machinery (Hall, 1997).

CHAPTER THREE
3.0 DESCRIPTION AND ANALYSIS OF THE OLD SYSTEM
There was nothing as electronic learning in FPNO other than
normal face-to- face learning, which is, analyzed that help me
in designing this system. It involves admitting students by
offering admission letter to him/her or by pestering it on FPNO
board. Then the person will go to the departments’ office and
make ensuring and some scrutiny will be done before the
person will be given registration number and possibly pay
school fees, departmental fees and other dues. Some other
processes will be taken, some forms will be bought, filled and
signed by school direct academic adviser and departmental
HOD and submitted to the secretary to HOD. One form will be
for register, another for exams and records and lastly being for
department lecturers do go to classes to give lectures and
materials any other confirmation apart from class can done in
their offices.
Examination is taken according to school schedule and the
result will be pest some months after the exams.

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3.1 FACTS FINDING METHODS USED
In my search of getting information, I applied different
methods and they are thus;
i. Interview
ii. Internet
iii. Reference to published and unpublished material
INTERVIEW METHOD
The success behind my research work was based on the
availability and nature of information gathered. During this
research, I do visit departmental heads to ask a lot of
questions about the manual system in use how they will feel it,
when automated one is designed.
INTERNET
In the course of carrying out this research work, internet has
been a very helpful source of information to me. I do go to

search for information using google.com, search engine to
locate any information available for E- learning and virtual
classroom.
REFERENCE TO PUBLISHED AND UNPUBLISHED MATERIALS
I was given already written material on areas that need
further explanation. In order to supplement those detailed
information, I visited library and made reference to already
written documents.
3.2 OBJECTIVE OF THE EXISTING SYSTEM
The system was designed to satisfy students with face-to-face
academic knowledge quest. It entails direct control of students
and their processes, provision of classes, hostel and allow them
to belong into many important societies such that they easily
be controlled.
Finally, to ensure operations proceeds accordingly, knowledge
acquisitions, staffs and students’ welfare is taken care of.
3.3 INPUT, PROCESS, OUTPUT ANALYSIS

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Input analysis implies detailed descriptions of these things
(data) are essential for the establishment of a system to run
effectively. This is related to our field of study, it includes
students name, his address, sex, age, o-level etc. process
analysis is the description on how the information gathered
should be processed to a required result, text or numbers for
easy updating and retrieval.
Output analysis guides the format of newly established system,
recording the names and other information about the
numerous students, staffs and possible responses the
computer could fire when it encounters an authorized
conclusion e.g. keying in using wrong data etc.
Hence the computer reaches you using error message, it again
takes care of how information will be displayed and the gad set
where it is going to be displayed and it is going to be formatted
before displaying.
3.4 INFORMATION FLOW CHAR DIAGRAM

E – LEARNER OR E - TRAINER
FPNO E – LEARNING SYSTEM
STUDENT, LECTURES AND ADMINISTRATION
ALL SECRETARIES
HODS
SCHOOL DIRECTORS
SCHOOL BOARD OF DIRECT
REGISTRAR
RECTOR
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3.5 PROBLEM OF THE EXISTING SYSTEM
Due to lack of structures the school was unable to
accommodate good number of students; this resulted in drop in
offering admission to the prospective students.
I observe there were lack of availability of lecture materials,
which have posed a lot of problem to good number of student
and staffs.
The use of low competing machines in the exams and records
which have been delaying the rate at which exams is
computed.
There is less number of staffs that require to carryout this
great task.
3.6 JUSTIFICATION FOR THE NEW SYSTEM
The new system is very automatic and on-line which can save
the institute from the problem of structure and lack of

availability of lecture materials. This can paved way for
increase in the number of students and economic
standardization.
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3.7 ORGANIZATIONAL STRUCTURE
RECTOR
REGISTRA
BOARD OF
DIRECTOR
SCHOOL DIRECTORS
DEPARTMENTAL HODS
LECTURERS
NON ACADEMIC STAFF

3.8 DESIGN OF THE NEW SYSTEM
Following the resolutions to device an alternative system for
economic harness and problem solution which is relevant to
many students all over the world to have FPNO certificate with
less stress, however, this system was designed. This seems an
alternative learning that will use automated systems (computer
system) which are on network connection having a central
server is also designed.
This system after it has under gone an initiation stage perhaps,
calls for implementation to that, the kind of the functional
proposed network required is the star-ring network which will
use wireless or leased lines of (NITEL) or VSAT as it’s
communication media via or once personal computers.
3.9 OUTPUT/INPUT SPECIFICTION AND DESIGN
Variable name Field length Field type

Student’s names 25 Alphabetic
Student’ address 50 Alphabetic
Age 3 Alphabetic
Department 15 Alphabetic
Reg. Number 25 Alphanumeric
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Username 20 Alphabetic
Password 20 Alphabetic
Date if birth 10 Date
Account Number 15 Alphanumeric
Town 25 Alphabetic
L.G.A 25 Alphabetic
State 25 Alphabetic
A – level 10 Alphabetic
Bank 15 Alphabetic
Amount paid 10 Numeric
Next of kin 25 Alphabetic
Address 50 Alphanumeric
Occupation 25 Alphabetic
OUTPUT DESIGN: messages are being sent to learners,
students or the board of director of the institutes. It is part of
the output specification.
Below is the skeletal nature of the design.
Name Writer’s Date sent Time Subject messag

username received e
Obianu Class 10/09/2010 12:00 pm Visual Quiz
ju basic
OUTPUT DESIGN
All messages slip
RECEIVER’S USERNAME . . . . . . . . . . . ….. . . . . . . . .
WRITER’S USERNAME . . . . . . . . . ….. . . . . . . . . . . . .
SUBJECT . . . . . . . . . . . . . . . . . . . . . . ………. . . . . . . . .
MESSAGE . . . . . . . . . . . . . . . . . . . . ……….. . . . . . .. . .
OUTPUT SPECIFICATION AND DESIGN
All specification of the output variable is the same with the
input. The input design will enable student, registered lectures
and directors to have access to the system.
PAYMENT FORM
USERNAME . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
REG NO. . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . .
FIRST NAME . . . . . . ... . . . . . . . . . . . . . . . . . .. . . .. . .. . .
ACCOUNT NO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
your own new copy.
SLIP NO. . . . . . . . . . ….. . . . . . . . . . . . . . . . . . . . . . . . . . .
BANK . . . . . . . . . . . . . . . . . …. . . . . . . . . . .. . . . . . . . .. . .
AMOUNT PAID . . . . . . . . . . DATE OF PAYMENT . . . . . . . . . .
3.10 FILE DESIGN
This new system design is done with consideration given to the
file records layout. The storage media of the file contents
includes:
i. The record layout: is organized into fields with each field
computing its own piece of data as unique. The various
pieces of data held by this field are seen as the file
records.
ii. The storage media considered is the magnetic disk both
for on line and off line or backup storage.
3.11 PROCEDDURE CHART

MAIN
MODULE
ACCEPT DISPLAY ALL DISPLAY DISPLAY

NEW MESSAGES RECORDS FOR RECORDS FOR
REGISTRATION FOR UPDATE UPDATE
A PARTICULAR
USER
UPDATE PRINT HARD UPDATE UPDATE

MASTER FILE COPY MASTER FILE MASTER FILE
LOG
ON THE GO BACK TO MAIN MODULE
DIAGRAM DEPICTING THE NETWORK
NET
WORK STATION WORK STATION
WORK STATION WORK STATION

your own new copy.
3.12 SYSTEM FLOW CHART
START
REGISTRATION FORM
ERROR
CORRECTION
INPUT FROM
KEYBOARD
PRINTRER
CPU VDU
STORAGE ON BACK UP
DISK STORAGE
your own new copy.
CHAPTER FOUR
4.0 SYSTEM IMPLEMENTATION
This new system has been carefully tested and the result has
tallied with expected output.
Under this view, both systems are run parallel to ensure that
the needs of the institution are achieved.
The program used in designing the new system is VBASIC
meaning Visual Beginners All-Purpose Symbolic Instruction
Code.
To activate the program in source code form;

1. Click start button and from the options select programs
and look for Microsoft visual studio and from the options
click basic.
2. Navigate the location where the file virtual classroom and
E- learning is saved and click at it.
3. Press F5 key to run the program
If the program is packaged and duly installed then;
1. Double click at virtual E- learning System if existing on
the desk top.
2. Or click start button and select program sub-menu from
there click virtual E- learning System.
However, if visual basic is not seen in your system’s program
submenu, there is every possible chance that it is not installed.
Get the visual basic studio CD- ROM and installed.
4.1 PROGRAM DESIGN
The program is made up of 39 forms with their various
countless procedures, 9 modules, one user control and a user
document. Each of which has name relating to what it does and
significantly, they are easily filled.

your own new copy.
Most of them contain command buttons that will enable the
user either do. Submit to the net or to reset the form for new
entry. Each of which was designed to its level of importance
and what it can do. A student cannot register as a staff
because he/she is not given the right in the FPNO. The holder
of the key to the master file is the administrative body holding
the affair’s of which they as well given their number by the
FPNO to enable them access the database without fear.
All records manipulation must only be done in the Admin of the
school. Students and lecturers don’t have access to their
records once submitted rather they should mail secretary to
the rector to help them make changes.

START
DISPLAY THE
4.2 PROGRAM FLOW
FIRST CHART
PAGE
N
SELECT YOUR CHOICE
OPEN
N REGISTRATION
FORM FOR
IS CHOICE NO Y STUDENTS,
1 SELECTED LECTURERES AND
? ADMINISTRATORS
N
IS CHOICE NO Y LOGIN
2 SELECTED
?
N
OPEN AREA TO
IS CHOICE NO Y VIEW INFORMATION
3 SELECTED
ABOUT THE SCHOOL
?
N PAY SCHOOL
IS CHOICE NO Y
4 SELECTED FEES
?
your own new copy.
B
OPEN AREA
IS CHOICE NO TO VIEW
5 SELECTED COURSES
?
STOP
INFORMATION
UPDATE ABOUT
WHAT IS GOING
ON
IN THE SCHOOL
ARE YOU N
OKAY?
Y
STOP
your own new copy.
ENTER
PASSWORD AND
USER NAME
ARE N ERROR MESSAGE

PASSWORD DISPLAYED
AND USER
NAME
CORRET?
Y
DISPLAY INBOX
MESSAGE
STOP
DISPLAY
AVAILABLE
COURSE AND
DEPARTMENTS
OFFERING THEM
ARE YOUR N
OKEY?
STOP
ENTER
PERSONAL
INFORMATION
ARE N ERROR MESSAGE

PASSWORD DISPLAYED
AND USER
NAME
CORRET?
Y
DISPLAY
PAYMENT FORM
ARE THE N
INPUT
CORRET?
Y
SAVE THE PAY
STOP
your own new copy.
MAKE OTHER
DATABASE
CHANGE AND
SEARCH
ARE N ERROR MESSAGE

THEY DISPLAYED
CORRET?
SAVE AND
UPDATE
CHANGES
STOP
4.3 ALGORITHM
DISPLAY THE LOGIN FORM
IF ANY BUTTON IS CLICKED THEN
OPEN FORM FOR PAYMENT

IF ALL THE INPUTS ARE KEY OKEY THEN
SAVE AND CLOSE
ELSE
your own new copy.
ERROR MESSAGE DISPLAYED
END IF
END IF
IF REGISTER BUTTON IS CLICKED THEN
OPEN REGISTRATION FORM FOR CATEGORY SELECTED
IF ALL INPUTS ARE CKEY THEN SAVE AND CLOSE
ELSE
ERROR MESSAGE IS DISPLAYED
END IF
END IF
IF SCHOOL INFORMATION IS CLICKED THEN
OPEN FOR INFORMATION DISPLAY
CLOSE
END IF
IF USER NAME AND PASSWORD IS KEY IN CORRECTLY THEN
DISPLAY INBOX FORM ACCORDING TO THE SELECTION MADE

ELSE
DISPLAY ERROR MESSAGE
END IF
END IF
IF OTHER SEARCHES AND UPDATES ARE OKEY THEN
UPDATE THE RECORD
CLOSE
END IF
END IF
4.3 SOURCE PROGAM
The source program is written in visual basic. It can be used on
the internet only when it is packaged in server machine with
some protocols following it. But before one package, he/she
must first compile it to executable file, the file that the program
will call each time it is being clicked at.
4.4 TEST RUN
The workability of this program has been tested and found to
contain no contemporary errors and so it is assumed. Again, it

your own new copy.
is tested with view to discharge this duty for nothing else than
that.
CHAPTER FIVE
5.0 SUMMARY/ CONCLUSION
With the emergence of information technology, a lot of events
have been recorded in computer industry. Man creates,
modifies and as well destroys, this geared towards a lot of
innovations that centered on stress reduction and as well
cultivate better habit of pursing economic normalization in bi-
angle.
The virtual classroom and text based E- learning system will go
a long way helping lecturers to have choice of work and make
graduate with certificate while working or doing other things
and finally help Federal Polytechnic Nekede Owerri to adjust
economic changes to the be better.

your own new copy.
5.1 RECOMMENDATION
As the efficiencies of high speed networks transform the pre-
digital structures of a place-based academic, we should expect
to see many students’ teams using the kind of synchronous
tools to self-manage the more complex learning tasks of higher
education. VOIP and application sharing in particular can create
in expensive cyberspaces where geo distributed students can
perform their learning work through the preferred medium for
intense communication talk. Their talk will focus on share
screen objects (e.g. texts, spreadsheet, web pages and
flowcharts) that facilitate the dialogue and that can be changed
as the need arises under the best circumstances, the students
will divided the work, perform it separately, and then gather
online to share their findings and integrate them into a
deliverable product that can be assessed by the instructor.
This is the decentered classroom taken to a logical extreme by
an emerging technology.
BIBLOGRAPHY
Abernathy, D.J (1998) the WWW of distance learning: who
does what and where? Training and development.
Anderson, Cushing; Danknens, Anne- Sophie; Juhan, Ellen H.
(2000) “world wide and US corporate IT education and training
serives: Forecast and analysis, 1999- 2004”. Report# w22154,
May 2000. Available at http:// www.ide.com.
Aston, M and Dolden, B. (1994). Logical Sans Frontiers.
Computer and education.
Baker, M.H (1995). Tips for being a successful distance
student.
Baron Tom (2000). “Thinking thin: the race for thin client
synchronous E- learning”.
your own new copy.
Baron Tom (2000C) “A smatter frankensthin: the margining of
E – learning and knowledge management”.
Berge, Z.L (1998). Conceptual frameworks in distance training
education.
Brogan P. (2000). Harnessing the power for online learning
Cann, A. J. (1999). Approaches to the evolution of online
learning materials.
Chute, A.G, Sayyers, P.K (1999). Networks learning
environments.
Walen, T. and Wright D. (1999). Methodology for cost benefit
analysis of web based E- learning.
Walls. J. (1994). Global networking for local development.

Wang, X. C. (2000 July). Basic skills training vs. cultivation of
creativity.
Wegner, S. (1998). Lost in translation?
Weinstein, M.B. (2000). Thirty three worlds – class

completeness training and development.
Willis, B. (1999). Distance education strategies and tools:

Englewood cliffs, NJ: Educational publications.
Wlyte, M.M. Karolick .D. and Hawley W.T. (1995). Cognitive

style and feedback in computer learning style.

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TITLE PAGE

DESIGN AND IMPLEMENTATION OF A VIRTUAL E-

IN PARTIAL FULFILMENT OF THE REQUIREMENT

An exceptional gratitude goes to our supervisor in the person

I also extended my gratitude to our good. H.O.D of computer

And I wish to send my regards to my sisters -----, ------, ------,

Finally I am loyal to the great and everlasting Father in Heaven

With all these, virtual classroom and test based e-learning

1.1 Background of the study

1.2 Statement of the study

1.3 Purpose of the study

1.4 Objective of the study

1.5 Scope and limitation of the study

1.6 Definition of terms

2.0 LITERATURE REVIEW

2.1 Strategic importance of e-learning

2.2 Organizational culture- an important consideration

2.3 Training post

2.4 Training role

2.5 Training competencies

2.6 Learning attitude towards using technology

2.7 On- line interaction and communication

2.8 Evolution of e- learning

2.9 Training effectiveness in e- learning

2.10 Learning environment

2.11 Global issues in e- learning

2.12 Learning and teaching styles

2.13 The role of instructors and students in collectives and

2.14 Differences in educational system Religious and political

2.15 Religious and political issues

2.16 Languages issues in global e- learning

2.17 Learning object

2.18 Text and graphic

2.19 Future delivery system and technologies

2.20 XML (Extension mark-up language)

2.21 VRML (Virtual reality modeling language)

3.0 Description and analysis of the existing system

3.1 Facts finding methods used

3.2 Objectives of the existing system

3.3 Input process and output analysis

3.4 Information flowchart diagram Programs of the existing

3.5 Problems of the existing system

3.6 Justification of the new system

3.7 Organizational structure

3.8 Design of the new system

3.9 Output/ input specification and design

3.10 File design

3.12 System requirements

4.0 System implementation

4.1 Program design

4.2 Program flowchart

4.3 Algorithm Source program

4.4 Test run

5.0 Summary/ conclusion

Virtual e- learning is a system designed to help students gain

access and acquire knowledge in any university of their choice.

It can include: Enhance face –to- face instruction (on campus,

in class use of computer and the World Wide Web (WWW),

enhanced distance education (on or off campus) individuals and

group learning with both print and computer-based materials

instruction entirely on- line (individual and group learning)

because of this mix virtual classroom and text based e-

learning knowledge is moving towards every student being an