Microsoft CSP Briefing Pre-Engagement - Questionnaire
MASTERS PROPOSAL BY KATUSHABE HELLEN - FINAL.docx
1. ASSESSING THE USABILITY OF E-LEARNING
PLATFORMS IN UNIVERSITIES: A CASE STUDY OF LIVINGSTONE
INTERNATIONAL UNIVERSITY, BUDAKA DISTRICT
HELLEN KATUSHABE
MUJ22/15DEC/001
SUPERVISOR
DR. FRED WAUYO
PROJECT PROPOSAL SUBMITTED TO THE FACULTY OF SCIENCE
AND TECHNOLOGY, IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF A DEGREE OF
MASTERS IN INFORMATION TECHNOLOGY OF
UGANDA CHRISTIAN UNIVERSITY
SEPTEMBER, 2022
2. i
DECLARATION
I, Hellen Katushabe do declare that, the information contained in this proposal is my personal
work and has never been submitted or presented to any other Institution of high learning or
University for any award of Academic Qualification(s) or for any other reasons what-so-ever.
Signature: …………………………………… Date: ………/…………/…………
HELLEN KATUSHABE (RESEARCHER)
Reg No: …………………………………...........................................
3. ii
APROVAL
This is to certify that this piece of work was done under my supervision, and is hereby submitted
for examination with my approval.
Signature: ………………………………………………………………
DR. FRED WAUYO (SUPERVISOR)
Date: …………………………………………………………………….
4. iii
ACKNOWLEDGEMENTS
First and foremost, I would like to acknowledge the Almighty God for His Grace, strength and
protection during my academic struggle. For it is written that “let your light so shine before men,
that they may see your good works and glorify your Father in heaven” (Mathew 5:16).
Countless thanks go to my family members for the financial support and guidance they have
given me to produce this work.
In addition, a lot thanks goes to my mother Mrs. Atim Lillian and my dear sister Monic for their
care and advice.
I express my sincere gratitude to my supervisor Dr. Fred Wauyo for accepting to spend his
valuable time to supervise my work especially his patience, support and guidance that made this
study successful.
My sincere thanks go to all MIT facilitators and colleagues in class, for the much support and
great endeavors they made.
And finally, in a special way, I would like to thank my friends Alfred, Betty, and Auma who
have always been there to help me reach this level.
May You All Be Blessed
5. iv
TABLE OF CONTENTS
DECLARATION.............................................................................................................................i
APROVAL.....................................................................................................................................iii
ACKNOWLEDGEMENTS .........................................................................................................iii
TABLE OF CONTENTS .............................................................................................................iv
ABSTRACT................................................................................................................................... 1
CHAPTER ONE INTRODUCTION ......................................................................................... 2
1.0 Introduction........................................................................................................................... 2
1.1 Background of the Study....................................................................................................... 2
1.2 Problem Statement ................................................................................................................ 3
1.3 Project Objective................................................................................................................... 3
1.3.1 Specific Objectives ......................................................................................................... 3
1.4 Scope..................................................................................................................................... 3
1.5 Significance........................................................................................................................... 3
CHAPTER TWO LITERATURE REVIEW ............................................................................. 5
2.0 Introduction........................................................................................................................... 5
2.1 Learning Management Systems (LMSs)............................................................................... 5
2.2 Distance Learning (DL) ........................................................................................................ 5
2.3 Blended Learning (BL) ......................................................................................................... 5
2.4 Content Management Information System (CMIS) .......................................................... 5
2.5 Mobile-First Learning System (MFLS)............................................................................. 6
2.6 School Management Information System (SMIS) ............................................................ 6
2.7 The related systems .............................................................................................................. 6
2.7.1 University Management Information Systems (UMISs)................................................ 6
6. v
2.7.2 Student Information System (SIS) ..................................................................................... 7
2.7.3 Library Information System (LIS).................................................................................. 7
2.7.4 Faculty Information System (FIS) .................................................................................. 7
2.7.5 Finance management System (FMS).............................................................................. 7
2.8 How does E-learning student’s management information system (ELSMIS) work? ........... 8
2.8.1 Advantages of ELSMIS .................................................................................................. 8
2.8.2 Disadvantages of ELSMIS ............................................................................................. 8
2.9 Database and Database Management System (DBMS) ........................................................ 9
2.10 Student’s/Instructor’s DBMS .............................................................................................. 9
2.11 Conclusion......................................................................................................................... 10
CHAPTER THREE METHODOLOGY.................................................................................. 10
3.0 Introduction......................................................................................................................... 11
3.1 Requirements/Data collection ............................................................................................. 11
3.1.1 Observation .......................................................................Error! Bookmark not defined.
3.1.2 Interview ....................................................................................................................... 11
3.1.3 Document Review ........................................................................................................ 11
3.2 Tools used in System Analysis and Design .........................Error! Bookmark not defined.
3.3 Requirements........................................................................Error! Bookmark not defined.
3.3.1 User Requirements.........................................................Error! Bookmark not defined.
3.3.2 Functional Requirements.................................................................................................. 12
3.3.3 Non- Functional Requirements......................................Error! Bookmark not defined.
3.4 Implementation Environment .......................................................................................... 12
3.4.1 Technologies Used ........................................................................................................... 13
3.4.2 System Testing and Validation ........................................................................................ 13
REFERENCES........................................................................................................................ 13
7. 1
ABSTRACT
Listening and appreciating the views of the academic staff and students is very important in a
learning period characterized by abrupt changes in the mode of classroom delivery where the
traditional classroom teaching and learning is being replaced by online classes. There is an
increase in the number of students at different universities and institutions who are pursuing
different courses and some of them are ICT related. Therefore, there is no doubt that ICT has
taken a robust wave in the global sphere and it brings about a significant amount of change in
teaching and learning. However, a major problem is that some lecturers are still lecturing
students (who mostly are technologically advanced) using the traditional methods, whereas they
should be preparing them for the twenty-first century structures and global spheres that influence
the students (Warschauer & Liaw, 2010). E-learning has strengthened teaching and furnishes
educators with the devices to support adaption and make learning open, accessible and efficiently
performed (Makura, 2014). Ministry of Education and Sports (MoES) together with the Uganda
National Council of Higher education (UNCHE) issued a directive that all education institutions
should adopt the open distance e-learning (ODEL) to enable continuity of learning (MoES, 2001
& Soni, 2020). This study seeks to assess the usability of E-learning platforms in universities and
it is being guided by the following objectives: To study the current system used to manage the
student’s details at Livingstone International University, and to easily discover different system
requirements, to design an E-learning student’s management information system for Livingstone
International University using the identified requirements, to implement the design of E-learning
student’s management information system using different programming languages like
JavaScript, PHP and MySQL.
8. 2
CHAPTER ONE
INTRODUCTION
1.0 Introduction
An E- learning student’s management information system is very crucial in schools, univesities
and tertiary institutions because it enables the use of electronic media, educational technology
and information and communication technologies (ICT) in education (Contreras and Hilles,
2015; Ayoo and Lubega, 2014). It keeps track of student’s details, and numerous types of
technology applications and processes such; as audio or video tape, radios, learner management
systems (LMS), satellite TV, CD-ROM, and computer-based learning and web-based learning
that help in delivering learning material (Saidu et al., 2016). E-learning student’s management
information system is a fully equipped system that alone manages the entire functioning of a
university. Users login with their valid credentials in the system, there is immediate feedback to
students flexibility where learners are able to learn from anywhere at any time improved
reliability, it is more consistent than human marking improved objectivity, results are stored on
a server compared to the physical space required for paper-based assessments (Mirembe et al.,
2019). This chapter presents background of the study, the problem statement, purpose, specific
objectives, and scope of the study and significance of the study.
1.1 Background of the Study
E-learning has paved its way as a learning method into the education sector globally
(Demuyakor, 2020). And with the outbreak of the COVID-19 pandemic and the lockdown that
saw education institutions closed, in Uganda the Ministry of Education and Sports (MoES)
together with the Uganda National Council of Higher education (UNCHE) issued a directive that
all education institutions should adopt the open, distance e-learning (ODEL) to enable continuity
of learning (MoES, 2001; Soni, 2020). E-Learning is often referred to as “online learning” and
by definition; online learning is simply education that takes place over the internet (Stern, 2021).
E-learning presents enormous opportunities that significantly facilitate the effectiveness of
delivering the learning contents and gaining access to an immense pool of educational
information if appropriately utilized (Salloum et al., 2019; Tumwesige, 2020).
9. 3
1.2 Problem Statement
The study needs to be conducted because the use of e-learning in education has gained a global
recognition as a learning method that facilitates the learning and teaching processes in schools
and higher institutions of learning.
The main objective of this study is to develop an e-learning student’s management information
system that will enable the tracking of student’s performance record for Livingstone
International University and most importantly, there is no hustle in pursuing education online,
because the costs like transport are cut down, compared to the traditional way of learning. Cloud
based backup is enabled because all students use their personal email address and user name to
login to the system, then they can easily connect to the open distance e-learning plat forms like
Google meet, Moodle, Zoom and WhatsApp, for managing assessment and academic
progression ( Int. J. Information Technology 2021).
1.3 Project Objective
The main objective is to develop an E- learning student’s management information system that
manages the entire functioning of Livingstone International University.
1.3.1 Specific Objectives;
i. To study the current system used to manage the student’s details at Livingstone
International University, and to easily discover different system requirements.
ii. To design an E-learning student’s management information system for Livingstone
International University using the identified requirements.
iii. To implement the design of E-learning student’s management information system using
different programming languages like JavaScript, PHP and MySQL.
iv. To test and validate the E-learning student’s management information system so as to
check for any errors and to see whether it meets the user requirements.
1.4 Scope
The scope of the study will be conducted at Livingstone International University in Budaka
district. As far as content is concerned, the study intends to investigate and assess the usability of
E-learning platforms in universities: case study: Livingstone International University in Budaka
district. The effectiveness of the E-learning student’s management information system will be
investigated in terms of uploading learning and reading materials, assignments, quiz, lecture
10. 4
notes, chats, and assignments to assessment and grading the final marks. This system will also be
used for reporting purposes, tracking student’s performance and discussions on online platforms
like WhatsApp, Zoom, Google class, ODEL (Online Distance Electronic Learning) and how they
affect the effectiveness in terms of time, cost and quality of teaching and learning (Livingsone
International University, 2022).
1.5 Significance
The proposed system is intended to simplify the learning process at the university and the main
reason is to design an E-learning student’s management information system to facilitate easy
access of student’s records. The system will include the following;
i. Allow students to Login with valid credentials (username and password)
(Vaithyasubramanian, S., eta, l (2015).
ii. The system is projected to improve on the efficient and effectiveness of management of
student’s information.
iii. The system will reduce on the manual work for the traditional way of learning like
writing student’s grades on paper, gathering all their assignment marks, students head
to a school, college, or other physical space in which to learn, and many more.
iv. The proposed system will generate student’s performance grades to the academic lectures
and registrar.
v. The system will allow students to access class room material like lecture notes, quizzes,
individual assignments, lecture notes and air out their views in the comment section.
11. 5
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
An E-learning student’s management information system is used in schools, tertiary institutions
and universities to monitor student’s access and academic progression (Okada et al., 2019).
This chapter will elaborate on other database management information systems that will help to
paint a clear picture on the development of the proposed E-learning student’s management
information system.
2.1 Learning management systems (LMSs)
According to Brush (2007), a learning management system (LMS) is defined as a web-based
technology that enhances planning, implementation and evaluating a specific learning process. It
is mainly engages practices the server performs the base functionality and a friendly user
interface, responsive design, course catalog that is managed by instructors, students and
administrators.
2.2 Distance learning (DL)
In distance learning, a lecturer and students are separated by time, location. Courses are
delivered to remote locations via synchronous or asynchronous means of teaching. Distance
education does not eliminate the use of the traditional classroom (El- Ghareeb, 2009).
2.3 Blended learning (BL)
According to Graham R, eta l (2017), this type of learning combines multiple models to learning.
For instance, students in a traditional class can be assigned both print based and online materials.
It is adopted widely in educational settings and blended courses have increased in higher
education (HE) over the past decade.
2.4 Content management information system(CMIS)
According to McKeever, S (2003), digital content available on the World Wide Web has
increased over the past six years. This has enabled students and businesses to carry out a lot of
research. (Byrne, 2001), refers to creating content or acquiring content from an existing source.
12. 6
The process of content creation may involve many people within a department or throughout a
company. Each person may have a distinct role, such as editing or reading documents within a
specific department or function.
2.5 Mobile-First Learning System (MFL)
According to Peters (2007), the first generation of mobile-first learning has shown its mobility
aspect, focusing on the portability, functionality, and smallness of the devices. Later on, Web 2.0
technologies and social networking sites were integrated making mobile devices more dynamic
and promising (Sharpe & Beetham, 2010).
It has been established that mLearning offers new opportunities for both teachers
and learners, as instructors in mLearning have more interactivity with learners and can create an
active learning environment (Hutchison, Beschorner, & Schmidt-Crawford, 2012). Unlike
traditional one-way knowledge transformation modes, as in a typical face-to-face environment,
m-learning exposes learners to a variety of learning modes and allows them to be active elements
of the learning process (Barhoumi & Rossi, 2013). Moreover, advanced technologies have made
it easier for instructors to communicate with their learners via video, images or in text as sending
them instructional messages instantaneously and receiving their feedback has never been this
feasible.
2.6 School Management Information System (SMIS)
According to Sambasivan (2017), is the management system that enables a school to handle day
to day operations in an efficient manner. It is the management system that many schools are
currently technology that the schools adopt to shape the minds of the students and ease the
administrative workload, the student attendance registers. (Gehlawat, 2014) it is a computer
application program through which information is stored and can easily be retrieved, and also a
learning the systematic exchangeional for the systematic exchange of experience and through
team work between instructors and the learners.
2. 7 the related systems
2.7.1 University management information systems (UMISs)
According to EL- Ghareeb (2009), University management information systems (UMISs) are
responsible for handling University managerial activities. It also provides managers with the
13. 7
tools for organizing, evaluating, and efficiently running their departments. Therefore, the
proposed E-learning system will
2.7.2 Student Information System (SIS)
A typical student record in the SIS might include the student's name, course, gender, address,
email, username, password, date of birth, faculty. SIS by itself is not an e learning system
because personal data that it provides and manages differs in nature than data is required for
education in a university.
On the other hand, a learning portfolio might actually include a history of the student's
interaction with tutors, peers, and other significant learning conversations. (EL- Ghareeb, 2009).
2.7.3 Library Information System (LIS)
According to EL- Ghareeb (2009), library information systems are responsible for managing and
automating libraries within faculties and/or universities. Automated libraries contain material in
digitized form. The database records in these libraries reflect the managerial tasks performed by
librarians in order to effectively manage the libraries. A typical record will include ISBN, name,
authors, keywords, and data like section, a list of all books, a list of available books, a list of
borrowed books, who is borrowing, when the books are due to return, and so forth. Learners
should be able to access fully available digital libraries as part of the learning process.
2.7.4 Faculty Information System (FIS)
Faculty information systems manage and automate managerial activities related to
instructors, employees, courses, and the intersections between them.
A faculty information system's main goal is to organize faculty and university managerial
activities. The learning process is not part of the main objective and therefore it is not, on its
own, considered e learning. The system's capabilities are to generate courses reports, for
example, that includes course managerial issues (EL- Ghareeb (2009).
2.7.5 Finance Management System (FMS)
This system manages financial issues related to any organization, even if this organization is a
faculty or university (EL- Ghareeb (2009).
14. 8
2.8 How does E- learning student’s management information system (ELSMIS) work?
According to Alharbi & Drew (2014), ELSMIS is available to assist students and facilitators
have access to online learning materials and services.
The system has variety of features to allow provision of assignments to student including grading
and other related activities.
ELSMIS will enable the following;
Enable user and admin login
Registration for students and administrators (lecturers)
Monitoring of student’s performance
Enable space for storage of data
Enable accessing and place for sharing materials supported in a number of formats such
as HTML, MPEG, PDF, MS Office word etc. (Sife, Luoga, & Sanga, 2007).
2.8.1 Advantages of E-learning student’s management information system (ELSMIS)
According to Ayub et al (2010), ELSMIS is considered as a Virtual Learning
Environments (VLEs) which offers flexible education delivery between teachers and
students in e-learning environments.
ELSMIS provides means for education delivery and flexibility (Alharbi & Drew, 2014;
Ayub et al., 2010; Lwoga & Komba, 2015).
ELSMIS is also used by students, academic facilitators, and administrators in trainings
and management of online
learning (Sife et al., 2007).
Algahtani (2011), described E-learning as “synchronous” or “asynchronous” by the
application of applying optional timing of interaction between students and lectures or
instructors or teachers over the internet.
Learners can discuss with the instructors and also among themselves via the internet at
the same time with the use of tools such as the videoconference and chat rooms (Almosa
and Almubarak, 2005).
15. 9
E-learning enhances the efficacy of knowledge and qualifications via ease of access to a
huge amount of information.
E-learning eases communication and also improves the relationships that sustain learning.
Wagner et al (2008) note that e-Learning makes available extra prospects for interactivity
between students and teachers during content delivery.
2.8.2 Disadvantages of E-learning student’s management information system(ELSMIS)
E-Learning is the complete absence of vital personal interactions, between learners and
instructors (Young, 1997; Burdman, 1998).
E-learning may also probably be misled to piracy and plagiarism, predisposed by
inadequate selection skills, as well as the ease of copy and paste.
According to Collins et al. 1997, e-learning may also lead to congestion or heavy use of
some websites. This may bring about unanticipated costs both in time and money.
2.9 Database and Database Management System (DBMS)
Database refers to a collection of related data and data is a collection of facts and figures that can
be processed to produce information. For example, data about marks obtained by all students and
their average marks.
Database Management System is a software system for creating, organizing and managing the
database. It provides an environment to the user to perform operations on the database for
creation, insertion, deletion, and updating and data retrieval. Advantage includes; data security,
data integrity, enables both physical and physical data independence, and ACID properties.
2.10 Student’s/instructor DBMS
In reference to Livingstone International University, a non- governmental institution that is
accredited by the Uganda National Council of Higher Education (UNCHE), there is written
manual and with all the guidelines as far as operation is concerned, the proposed system will
cover up all reliable area like;
Capturing updated results and grades for student, including all their valid details like user name,
registration number, daily class attendance, class assignments, deadlines, check for plagiarism,
uploading materials on the platform.
16. 10
Monitoring lecturer’s daily class performance and the number of hours worked for n a week, the
contribution will enable good and quality education using the proposed system since the deans
and academic registrar will be invited in class through their e-mails.
2.11 Conclusion
ELMIS involves the use of digital tools for teaching and learning. It makes use of technological
tools to enable learners study anytime and anywhere. It involves the training, delivery of
knowledge and motivates students to interact with each other, as well as exchange and respect
different point of views. It eases communication and improves the relationships that sustain
learning and improve academic standards. Despite some challenges discussed, the project will
provide a complete, efficient and effective way and means of storing student’s data online.
17. 11
CHAPTER THREE
METHODOLOGY
3.0. Introduction
This chapter describes in details the selected methodologies that are to be used to achieve
objectives of the proposed system. . This includes the tools, instruments, approaches, processes,
techniques and methods that will be employed in the feasibility study, analysis, design and
implementation of the proposed system. Methodology is very important to guide the
development of E-learning Student’s Management Information System (ELSMIS).
3.1. Requirements/Data Collection
The following methods were used to establish the requirements of the proposed system and the
data collection tools and techniques include the following:
3.1.1 Observation
Observation method was a method of data collection and information gathering used. With this
method, the researcher physically visited Livingstone International University where her case
study is and studied the current system in place at the university and then identified the strength
and weaknesses.
3.1.2. Interview
The researcher carried out face to face interviews with the University staff members (lecturers)
and also the University students. The researcher went ahead to examine the importance of E-
learning systems in the Education sector.
3.1.3 Document Review
This included written documents like electronic mail, library books, journals, user manuals and
organizational documents for reference and non-written documents and records like images and
related videos from YouTube order to attain in-depth knowledge of how to come up with a
standard system.
18. 12
3.2. Tools used in System Analysis and Design
Data and information that was collected from observation, interviews and document reviews,
were examined using data flow diagrams (DFDs) to establish user and system requirements. User
requirements where categorized into functional and non-functional requirements. Data Flow
Diagrams (DFDs) and Context Diagrams were used for process modeling to show the logical
flow of data and represent processes in the system. DFDs helped to give a graphical
representation of the system’s components, processes and the interfaces. Entity Relationship
Diagrams (ERDs) were used as the main tool for designing the database. The ERD helped in
modeling the relationships between different entities identified.
3.3 Requirements
3.3.1 User requirements
The researcher was tasked to identify and analyze end-user needs. Users are the people the
system is targeting and these are; lecturers, academic registrar, bursar, and students.
Requirements are what intended users expect of the system and they are as follows:
i) Maintaining and updating the database regarding students’ records
ii) Processing and manipulation of data
iii) Storing and capturing data relating to students, courses, name of lecture and the lecturer’s
name.
iv) Checking and debugging errors in the records.
3.3.2 Functional requirements
These define the nature of services that the system was in position to provide. It looks at
how the system reacted to particular inputs. It also explains the different purposes for
which the system was proposed as shown below:
i) Updating data relating to students and all the corresponding details.
ii) Reducing data redundancy by saving an entry once and viewing the entry
simultaneously.
iii) Enabling the users to access the data in the system and where need be make the
necessary changes.
iv) Checking errors.
v) Maintenance of records for future reference.
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3.3.3 Non- functional requirement
These include:
System authorization, validation and verification of data entered in the system for users.
System privileges like erasing records will only be allowed to the system administrator.
The system will grant login privileges to all system users who include: lectures, students,
academic registrar and the bursar.
3.4. Implementation Environment
3.4.1. Technologies used
The system shall be developed using Dreamweaver CS3 or notepad++ or NetBeans or sublime
text editor as the platform. The web pages will be developed in PHP and HTML, and they will
contain Java Scripts. A CSS.PHP or Wamp or Xampp will also be used as a server-side scripting
language together with MySQL Database Management System (DBMS). The Operating System
(OS) platform on which the system runs include: Windows XP, Windows Vista, Windows 7,
Windows 8, Windows 10 and Windows 11.
3.4.2 Systems Testing and Validation
This will be done after developing the system; the researcher will test it to ensure whether it
meets the intended user requirements. This will be done by entering the data, checking for error
and record updates. The following test will be carried out:
i) Unit Test: which involves testing of each module such as tables and forms.
ii) Integration Test: This involves testing how well modules operate when linked as
a single unit.
iii) System Test: This tests the whole system to see how it meets its intended requirements.
iv) Volume Test: This is to test whether the system can hold the intended amount of
data.
20. 14
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