Virtual Classroom System for Women`s University in Africa

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Table of Contents
Chapter 1: Introduction................................................................................................................... 4
1.1 Introduction........................................................................................................................... 5
1.2 Background to Study............................................................................................................. 5
1.3 The Problem.......................................................................................................................... 5
1.4 Aim........................................................................................................................................ 6
1.5 Objectives.............................................................................................................................. 6
1.6 Solution to Approach ............................................................................................................ 6
1.7 Novel Characteristic.............................................................................................................. 8
1.8 Scope..................................................................................................................................... 8
1.9 Justification ........................................................................................................................... 8
1.10 Hardware tools .................................................................................................................... 8
1.11 Software tools...................................................................................................................... 8
1.12 Assumptions........................................................................................................................ 9
Chapter 2: Planning Phase ............................................................................................................ 10
2.1 Introduction......................................................................................................................... 11
2.2 Potential business value ...................................................................................................... 11
2.1.1 Cost Benefit analysis of the project .............................................................................. 11
2.1.2 Return on Investment.................................................................................................... 12
2.1.3 Feasibility Study........................................................................................................... 12
2.2.1 Technical....................................................................................................................... 12
2.2.2 Operational ................................................................................................................... 13
2.2.3 Economical ................................................................................................................... 13
2.2.4 Organizational............................................................................................................... 13
2.2.5 Schedule........................................................................................................................ 14
2.2.6 Cultural ......................................................................................................................... 14
2.2.7 Resource ....................................................................................................................... 14
2.1.4 Work Schedule.............................................................................................................. 15
2.3 Activity network diagram.................................................................................................... 17
2.4 Gantt Chart .......................................................................................................................... 20

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Chapter 3: Analysis Phase ............................................................................................................ 21
3.1 Introduction......................................................................................................................... 22
3.2 Information gathering methodologies ................................................................................. 22
3.1.1 Questionnaires .............................................................................................................. 22
3.1.2 Interviews ..................................................................................................................... 23
3.1.3 Desk research................................................................................................................ 23
3.3 Analysis of existing system................................................................................................. 23
3.4 Process analysis................................................................................................................... 24
3.5 Data Analysis ...................................................................................................................... 25
3.6 Weaknesses of the current system....................................................................................... 25
3.7 Evaluating alternatives ........................................................................................................ 26
3.1.4 Requirements analysis .................................................................................................. 26
3.1.5 Non-Functional Requirements...................................................................................... 28
Chapter 4: Design Phase ............................................................................................................... 30
4.1 Introduction......................................................................................................................... 31
4.2 System Design..................................................................................................................... 31
4.3 Architectural Design ........................................................................................................... 32
4.4 Physical Design................................................................................................................... 34
4.5 Database Design.................................................................................................................. 35
4.6 Program Design................................................................................................................... 37
4.7 Interface Design .................................................................................................................. 37
Chapter 5: Implementation Phase ................................................................................................. 39
5.1 Introduction......................................................................................................................... 40
5.2 Coding................................................................................................................................. 40
5.3 System Testing.................................................................................................................... 49
5.4 Installation........................................................................................................................... 51
5.5 System Conversion.............................................................................................................. 51
5.5.1 Direct changeover......................................................................................................... 51
5.5.2 Parallel Conversion....................................................................................................... 51
5.5.3 Pilot Conversion ........................................................................................................... 52
5.5.4 Phased Conversion (recommended by systems analyst)............................................... 52
5.5.5 Conversion plan (phased conversion) ......................................................................... 52
5.6 User training........................................................................................................................ 53

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Chapter 6: Maintenance ................................................................................................................ 54
6.1 Introduction......................................................................................................................... 55
6.2 Perfective Maintenance....................................................................................................... 55
6.3 Adaptive Maintenance......................................................................................................... 55
6.4 Corrective Maintenance ...................................................................................................... 56
6.5 Preventive Maintenance ...................................................................................................... 56
6.6 User Manual........................................................................................................................ 56
References..................................................................................................................................... 60

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Chapter 1: Introduction

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1.1 Introduction
The word virtual means a simulation of the real thing. A virtual classroom is a simulation of a real
world, traditional classroom. A virtual classroom gives students the ability to attend lectures
regardless of their geographical location with the aim of providing a learning experience that is
similar to that of a traditional classroom. When students go to college, they have a schedule for
lectures to attend, students must arrive on time, when the student gets into the lecture room, they
find a lecturer and other students, a whiteboard and a projector. In the same manner, a Virtual
Classroom has a time schedule which, to some extent can be flexible enough to fit into a student`s
schedule, the student is able to ask questions during the lecture on the chat forum, watch what the
lecturer is doing, ‘write’ tests and upload assignments on to the system. There are also breakaway
‘rooms’ where the students will be able to have small group discussions.
1.2 Background to Study
The purpose of the Virtual Classroom System is to bring together students and lecturers regardless
of distance, mobility impairments or the lack of a venue to carry out lectures. This system aims to
change the process of learning from the traditional top-down approach where students are mostly
passive during the lecture or will fail to attend a lecture either because of family commitments or
because they stay too far from the college for them to attend the lecture. The Virtual Classroom
will meet the needs of an exponentially growing population of students who cannot attend a
traditional classroom or who prefer not to attend at all because of reasons such as social status or
age. The learner is able to attend every lecture at their own time as all the lectures are recorded
into the system, are available for downloading and can be viewed from a smartphone.
All a student needs to participate in an online classroom is a computer or a smartphone, the internet
and the will to succeed in a contemporary classroom setting. One of the most amazing features of
online classrooms is that lessons conducted are not bound by time or location which allows for
accessibility to assignments and instructions from the lecturer at any time. Assignments are also
handed in online, marked, marks awarded and the assignment is given back to the student leaving
no room for missing assignments or missing coursework mark.
1.3 The Problem
i. Building Expenses: With the current money shortage in the country, building the
necessary infrastructure will take twice as much time to complete as compared with when
the country’s economic climate was favorable. At the same time lectures cannot be stopped
simply because there is no money to build infrastructure.
ii. Cost of hiring more lecturers: This cost is not only incurred by the university but even
the lecturers having to travel to Manresa for a morning lecture, Mount Pleasant for an

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afternoon lecture and to tel-one for an evening lecture. Lecturer gets to the evening lecture
fatigued and his will decrease their efficiency in delivering the lectures well.
iii. Mobility impaired people are disadvantaged: since the university does not have its own
campus as yet, there is no infrastructure catering for the disabled.
iv. Venue Clashes: Because of the limited infrastructure, most weekend classes are held at
tel-one and tel-one has a number of colleges using its facility.
v. Ineffective workgroups: An increase in students means people from differing
backgrounds come together and some might not want to be in groups because of various
reasons, the system will help eliminate that
1.4 Aim
The Virtual Classroom System aims to complement the efforts of teachers by integrating
technology into their classrooms and linking students from various geographical positions
regardless of any mobility impairments with their lecturers and with other students via the internet
in an educationally productive manner and provide them an enjoyable environment to study
without the hassle of travelling from one place to the other
1.5 Objectives
i. To give students access to lectures and any other activity involved in a classroom regardless
of location or physical disability or ability
ii. To provide all the necessities found in a physical classroom without the time and financial
constraints
iii. To give both students and lecturers access to coursework at any time
1.6 Solution to Approach
The software development process requires the involvement of different people with varying roles
and the case of the Virtual Classroom project; lecturers, students and university administration
staff will be involved in the development process. These people are not necessarily found in one
geographical space but can be found in various locations. There is large number of resources that
will be injected into the development process of this project and will require careful planning so
that no resources goes to waste.
It is for the above stated reasons that it is imperative to follow a well-known and universal
methodology which will generally define who will do what, when and how. The SDLC serves this
purpose. The Software Development Life Cycle is as an algorithm used when wanting to develop
a new system. There are various software design methodologies but the student has chosen this
life cycle in particular as it will allow developers to revisit previous steps if any problem such as
users changing their requirements arises. The SDLC steps to be followed are shown in the diagram
below:

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Problem
Identification
Feasibility
study
Analysis
Phase
Design
Implementati
on
Maintenance

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1.7 Novel Characteristic
The Virtual Classroom System offers a student the option of attending class at their own time and
the lecturer the option of pre-recording a lecture then post it even before it is time for the lecture.
1.8 Scope
To provide Women`s University in Africa lecturers and students with a platform to have and attend
lectures. Online tests can also be held on the system and to have private chats between a lecturer
and a student or between students. There is also an option for group chats.
1.9 Justification
The reason for creating this system is to provide an interface where the lecturer and student are
able to commune remotely. The lecture can still go on regardless of any limitations. If for example
a civil unrest like that of November 2017 occurs, lectures can still be held and attended in the
comfort and safety of people`s homes or offices.
1.10 Hardware tools
1. Smart phone with the following specifications:
i. Processor: 1.4GHz quad-core
ii. Ram: 1GB
iii. Operating system: Android 4 or a later version
iv. Storage: 16GB
For an iPhone;
v. Processor: 800 MHz dual-core
vi. RAM: 512MB
vii. Operating System: iOS 6.1.3
viii. Storage 16GB
2. A computer with the following specifications:
i. Processor/s:2.0 GHz
ii. System memory: 1 GB RAM
iii. Graphics memory: 256 MB
iv. USB ports for webcam and microphone (web cam is for the lecturer)
1.11 Software tools
1. Adobe Flash Player at version 11.x or higher
2. Operating system:
a. Windows XP, Vista or 7 and higher
b. Mac OSX 10.7 and higher
3. Browsers:

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a. Internet Explorer 7.0 and higher
b. Firefox 3.6 and higher
c. Safari 5.0 and higher
d. Google Chrome 3.5 and higher
1.12 Assumptions
 The system will be used by students and lecturers that are computer literate
 System will only work provided the phone, laptop and desktop has an internet connection

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Chapter 2: Planning Phase

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2.1 Introduction
In the previous chapter the researcher sought to find out issues arising from the current system.
The location of the university campus, lack of infrastructure for the mobility impaired, personal
time limitations, issues to do with pride were an elderly student does not want to mix with the
younger students and also when a student in Victoria Falls wants to attend classes but does not
want to be a full time student. The scope of the project is limited to Women`s University. The
system is tailor made for students at WUA who need to balance families and jobs and this is seen
by the download option on the interface where the student can download the last lecture and any
assignments. This second chapter is the planning phase where we look at various feasibility studies
so we can conclude whether the system can truly be appreciated by the university, whether the
university has the technical, operational, economical and organizational capabilities to manage the
new system. The work schedule will specify how long the project will take to be completed.
2.2 Potential business value
2.1.1 Cost Benefit analysis of the project
Cost Benefit Analysis - Virtual Classroom
Project
Costs Year
0 1 2 3 4 5 6
Development costs $150
Operating costs $100 $110 $120 $130 $140 $150
Total costs $150 $100 $110 $120 $130 $140 $150
Discount factor (discount rate = 15% p.a) N/A N/A N/A N/A N/A N/A N/A
Present Value of costs $150 $100 $110 $120 $130 $140 $150
Cumulative costs $150 $200 $220 $240 $260 $280 $300
Benefits
Tangible benefits from new System $150 $160 $170 $180 $190 $200
Intangible benefits from new system $50 $55 $62 $67 $70 $71
Total benefits $200 $215 $232 $247 $260 $271

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Development costs are incurred only once and operating costs are assumed to increase by $10
every year as the college will be expanding and the number of faculties will be increasing. This
will mean more lecturers will be using the university`s internet connection.
2.1.2 Return on Investment
Here we are quantifying the profit or loss generated on an investment comparative to the amount
of money capitalized. In the case of Women`s University, we shall use this calculation to compare
the ROI after investing in the Virtual Classroom project.
The formula is:
ROI = (Net Profit / Cost of Investment) * 100
Cost of investment = $1,000
Profit after 2 years = $3,000
Subtract taxes and other expenses = $2, 400
Net Profit = $2,400
ROI = ($2,400 / $1,000) * 100
= 240
2.1.3 Feasibility Study
2.2.1 Technical
According to Rudy Flores a technical feasibility study is when we check if the required
technology to run the system is available or not, whether the required resources ae available
such as manpower – programmers, testers and debuggers and if the software and hardware is
available
All workstations must run on Windows 7 or later. This is because current browsers are only
compatible with windows 7 operating systems or later. The lecturer will need a camera and a
microphone to record the lecture. In the current system, the lecturer only needs to be present
in class without the need for any camera or mic with the exception of a projector during
presentations. In the new system, the lecturer or the student will upload their presentation and
play it during the lecture when it is required. The web browser should have flash player so that
that the student is able to play the videos of the lectures.
The system will be created by programmers from the university, the students and lecturers will
do the testing and the programmers will do the debugging. The software for creating the system
is readily available without any need to purchase it.

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2.2.2 Operational
According to the business dictionary, operational feasibility is mainly concerned with issues like
whether the system will be used if it is developed and implemented. Operational feasibility also
checks to see whether there will be resistance from users that will affect the possible application
benefits. Questions such as will management support the project and whether the users have been
involved in the making of the project as well as what will be done with the individuals that are not
tech-savvy.
After talking to management, the researcher found out that they will be excited to implement the
system as this will give off the impression that the university is modern and is moving on with
current technological trends. The students are most excited about this system as this will mean
they do not have to travel to Manresa for lectures, especially evening lectures. Students mentioned
that they will feel more encouraged to attend lectures online as they can do this from the comfort
of their homes, offices or even on a bus at their own time.
Those are not sure of their ability to use this system will need basic training and for the few that
do not own a smartphone, laptop or desktop will have to go to an internet café and download or
`attend` the lecture and go through or download the study material from the website.
Trainings will be done to all first year students so they are taught how to use the system and they
are given time to familiarize with it.
2.2.3 Economical
Sulaiman Malik defines economic feasibility as whether a business or a project is feasible cost
wise and logistically. Economists calculate economic feasibility by analyzing the costs and
revenues a business would incur by undertaking a certain project.
Looking at our virtual classroom system, the university will not incur much costs because most of
the material needed for the implementation of the system is readily available and there is no need
to find trainers for those that are not sure they will be able to use the systems as the university has
an information systems program which has lecturers that can train individuals how to use the
system
Cost Benefit Analysis
Investopedia defines a cost benefit analysis as being the process by which business decisions are
analyzed. These benefits are summed and the costs associated with taking that action are
subtracted.
2.2.4 Organizational
Anita Khezri defines Organizational feasibility as the analysis used to determine whether the
proposed system has sufficient management expertise, organizational competence and resources
to successfully launch this system. In this area the researcher mainly looked at management
prowess and resource sufficiency.

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The system to be implemented is nothing new as it functions almost similar to YouTube and most
people know very well how to use YouTube. The functionalities used here are common on most
websites and so management will not experience any difficulty in using this new system.
Resources needed are already in place and ones that are not yet in place such as mics and cameras
can easily be purchased or one can use the camera and mics on their laptop.
2.2.5 Schedule
Udara Seneviratne defines schedule feasibility as the likelihood of a project being completed
within its scheduled time frame.
The project was given 10 weeks to be completed and implemented. The stage that took a lot of
time was the feasibility study and waiting for people to return the questionnaires. But apart from
that, the project will be completed on time as coding and designing the software does not take
time.
2.2.6 Cultural
Cultural feasibility is defined as investigating scientific, ethical, behavioral and social issues. The
researcher checked to see if the new system will conflict with any cultural beliefs and if society
will appreciate this new form of learning as people are used to the old method of learning where
you needed to get into a physical classroom. What the researcher found out was that more than
90% of students have fully accepted this new form of learning and have stated that it is very
convenient.
2.2.7 Resource
Resource feasibility is checking if the university has enough resources to manage this new system.
Other resources required are cameras and microphones which the lecturers will supply on their
own.

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2.1.4 Work Schedule
Phase: Introduction January February March April May
 Introduction
 Problem
definition
 Aim
 Objectives
 Solution to
approach
 Novel
Characteristic
 Scope
 Justification
 Hardware
and software
tools
Phase: Planning January February March April May
 System
business
value
 Feasibility
Study
 Work
Schedule
 Gantt
Chart
 Activity
network
diagram
Phase: Analysis
Phase
January February March April May
 Description
of current
system
 Activity
diagram of
the system
 Context
diagram and
DFD

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 Weakness of
current
system
 Evaluate
alternatives
 Requirements
analysis
Phase: Design January February March April May
 System
Design
 Architectural
design
 Physical
design
 Database
design
 Program
design
 Interface
design
Phase:
Implementation January February March April May
 Introduction
 Coding
 System
testing
 Installation
 System
conversion
Phase: Maintenance January February March April May
 User manual

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2.3 Activity network diagram
For student registering and logging in

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For Lecturer starting a lecture

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Activity Network Diagram for attending a lecture

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2.4 Gantt Chart
Task Start date Duration(days)
Introduction to Virtual
Classroom 22-Jan 5
Planning Phase 29-Jan 5
Analysis Phase 5-Feb 5
Design Phase 12-Feb 90
Implementation Phase 14-May 10
Maintenance(on-going) 16-May on-going
22-Jan 11-Feb 3-Mar 23-Mar12-Apr 2-May 22-May11-Jun
Introduction to Virtual Classroom
Planning Phase
Analysis Phase
Design Phase
Implementation Phase
Maintenance(on-going)
Virtual Classroom Project Gantt Chart

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Chapter 3: Analysis Phase

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3.1 Introduction
In the previous chapter, the researcher embarked on a planning phase where we looked at the
potential business value of the system and carried out a cost benefit analysis for the project. A
feasibility study was also done where we looked at the technical, operational and economical
capabilities of the system. The feasibility study showed that it is possible for the system to be
implemented and that it will be accepted by the university members of staff and the students. A
work schedule was also done where a Gantt chart was drawn to show the project timelines. Activity
network diagrams where also constructed showing all the activities that occur within the system
and the roles the various entities pay within the system. This chapter does an in depth analysis of
how the system works, takes a look at the process analysis, data analysis, weaknesses of the current
system, evaluates alternatives and look at non-functional requirements.
3.2 Information gathering methodologies
3.1.1 Questionnaires
The researcher decided it best to use electronic questionnaires because Women`s University
students are scattered all over and the researcher attends evening classes whereas most students
attend afternoon lectures which will make distributing questionnaires and following up on
responses a tedious and time consuming task.
Structured questionnaires were used to conduct the research because this type of questionnaires is
based on closed questions which produce data that can be analyzed quantitatively for patterns and
trends.
When the researcher was structuring these questionnaires, her aim was to find out if implementing
the virtual classroom would improve the way education is delivered at Women`s University.
The following link was sent out to all students:
https://docs.google.com/forms/d/e/1FAIpQLSc3adVAEtP8jVSV9Fg-PT3k-
Yy1soodZKVr9YZYRRy9z0ZO0Q/viewform?usp=sf_link
Another was sent out to all lecturers:
https://docs.google.com/forms/d/e/1FAIpQLSeZ3O1Cx0Tm5Z51E4-
rWTfTUJubU8hjmNdEKQyZXoreD4KwHw/viewform?usp=sf_link
Sample questionnaires and responses have been printed and attached to appendix 3

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3.1.2 Interviews
The researcher decided it best to use unstructured interviews because this will allow the
interviewing process sound less formal and more like a conversation. This will make the
interviewee feel comfortable and they will give out a lot of information. Students were told during
their lessons to prepare for the interviews and be ready to make mention of any suggestions for the
new system. This method of information gathering proved to be more successful compared to
questionnaires because questionnaires are structured and do not give room for suggestions. Some
students were indifferent as they pointed out that they are not really affected by travelling to
Manresa neither do they mind using the new system.
3.1.3 Desk research
The researcher visited quite a number of online learning websites to find out how they carry out
their lessons and the structure with which they do it. Desk research was also to find out reviews
by students of certain online classroom in order to find out what improvements to bring to the
WUA online classroom. What the researcher found was that most students require `break away`
rooms where they can have a discussion as small groups and some lecturers mentioned that the
system should be able to set in-class tests, mark them and calculate each student`s marks after
adding the assignment marks.
This method of information gathering made the researcher see other functionalities that need to be
added to the system to make it more efficient.
https://www.talentlms.com/
3.3 Analysis of existing system
The current system has minimal use of technology. Technology is only used when sending
assignments via email and making presentations. Students have to go to Manresa and some go to
tel-one center for learning for lectures. If a student misses a lecture, they can only get notes from
their class mate but will completely miss the explanations the lecturer will have given during the
lecture and even a couple of exam tips. Another problem with getting second hand information is
that the one who wrote the notes writes according to their understanding which might make it
difficult for the other person to understand.

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3.4 Process analysis
As previously stated, the lecturer goes to class and carries out a lecture even if there are just 2
students. There is no way any students that have a missed a lecture will get the information they
will have missed out.
Below is a process analysis of the students` roles in the old system. As mentioned earlier, most
students learning at WUA have many other responsibilities and so every day they are faced with a
choice on whether to attend class or go attend to other pressing issues. When one attends to other
issues it automatically means they cannot attend the lecture and they have to miss out.
Working students that want to enroll at WUA and stay as far as Hwange cannot attend classes
which is the same with mobility impaired individuals. The new campus has got facilities for the
mobility impaired.

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3.5 Data Analysis
Looking at the diagrams above, it is clear how the current system caters for who are always
available and have time to spare. Those that want to enroll but stay far from Harare will either have
to relocate to Harare which will be an expense or they will have to enroll with UNISA which is
expensive as well or they are forced to shelve the idea of going back to school. This is especially
true for masters students.
3.6 Weaknesses of the current system
 Does not cater for the mobility impaired lecturers and students as the new premises does
not have any ramps as yet.
 It is not cost effective especially to students that stay as far as Chitungiwza or Kuwadzana
 Poses a safety risk on those who do not own private vehicles to commute back home after
evening lectures.
 A venue to have lectures is never guaranteed
 There is no way for a student to attend a missed lecture
 If student misses a lecture when they were supposed to hand in an assignment to the
lecturer, it becomes difficult to look for the lecturer so that they hand in their assignment.

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3.7 Evaluating alternatives
Outsourcing
Reasons for not outsourcing include the following:
 The threat of exposing sensitive information
 System will not be tailor made for the university
 Loss of managerial Control
o The chief purpose of the company outsourced to is to make profit. This means they
share different values, mission, standards and passion with the university.
 Hidden costs that might not have been clearly mentioned in the contract
Improving the current system
Reasons for not improving the current system are:
 The need to improve service delivery by implementing current technological trends.
 So that the university does not lag behind in the context of technology
 To attract a younger crowd that
 To encourage people to attend lectures in their numbers
Developing a new system
 The system will be tailor made for WUA
 No risk of divulging sensitive information to outsiders
 Developing a new system will enable us to see places in the old system where we can
improve service delivery or some processes that can be eliminated.
 Creating a new system will allow for improved and consistent service provision.
 Having a new system in place will help the college find areas where we can integrate with
new potential business partners
3.1.4 Requirements analysis
Use case diagrams show different objects within a system as actors. This system has the following
actors and their roles:
*Admin
 Formulate exam and lecture time table
 Post exam results
 Allocates lecture venue
*Lecturer

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 Formulate assignments, tests and exams
 Invigilate and mark exams
 Grades exams
*Class-Representative
 Passes instructions from lecturer to students
 Finds out if designated venue is available and reports to lecturer and students
*Student
 Receiving instructions from class-rep and from lecturer
 Writing tests and assignments and handing in
 Checking for marks and results
Diagram 2: use case of the current system

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Diagram 3: use case of the proposed system
3.1.5 Non-Functional Requirements
Exceptional Performance
The system must function in a uniform way despite the Operating System environment. Time taken
to upload and download files, publishing multimedia presentations and time taken to load any of
these functionalities should always be minimum.
Safety Requirements
The system does pose any form of security threat to either the university, lecturers or students.
Security Requirements
Security of data is not a big issue as the system is well validated.
Portability
The software can be used on various platforms and this made possible because PHP is the language
used when programming the system

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User training
The developers assume that users already have a basic knowledge of how to use similar
applications. If not then they will undergo training.
Testability.
The software needs to be able to undergo various testing and prove its usefulness.
System should be user friendly.
 The user interface should be pleasant to look at
 Must not be complicated to get accustomed to
 System must not have too many processes

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Chapter 4: Design Phase

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4.1 Introduction
Chapter four takes an in-depth look at the system architecture. Unified Modelling Language
diagrams are used to describe exactly what happens in the system’s background. The objective of
this chapter is to make the user of the system understand how information flows through the system
by using a use case diagram which will show entities within the system as actors and their roles.
Entity Relationship diagram is used to show different entities and their attributes and how they
will relate to each other in the database.
4.2 System Design
This will be a web based application which will also have a mobile application which will provide
all the necessary information without the need of a laptop. For android studio, the database to be
used is SQLite and for the desktop version MySQL. The system will be used by students, lecturers
and the university administrator.
The system has the following modules:
User registration module
This module keeps track of all student information including the student`s ID, password, contact
information (email addresses, phone numbers and physical addresses). All this information is kept
in the student database.
Course registration module
This module allows the student to search for courses and here they will be able to view a short
summary of the courses. The catalog includes short descriptions of courses and possible career
opportunities.
Assignment module
This application allows students to upload written assignments to the course lecturer. It also allows
lecturer to grade assignments and publish the result to each student`s account respectively.
Chat module
This module is used for real-time chat sessions which is a very efficient way to conduct discussions
on certain topics. Every student gets a notification on their phone when a chat is ongoing.
Lectures module
This is where the lecturer conducts all real-time lectures.
Resources module
This is where the lecturer uploads all material necessary for the lecture such as assignments or
short notes.

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4.3Architectural Design
An architectural design diagram shows the way information flow through the system.
The diagram below shows the layers within the project

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The diagram below is an architectural design of how data moves from the lecturers to the students
and vice versa.

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4.4 Physical Design
This is a map showing all the hardware within the system and how they interact over the internet.
This diagram will also show all the network hardware to be used in the system.

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4.5 Database Design
A MySQL relational database will be used in this project. MySQL is an open source and free-to-
use database that facilitates effective management of databases by connecting them to the software,
in this case, the virtual classroom system. It is a stable, reliable and powerful solution which has
advanced features such as data security, on demand scalability, high performance, round the clock
uptime and complete workflow control just to mention a few.
The media files will not be stored in the database but there will be a column for links to the
specified media file.
ER Diagrams for the Virtual Classroom has the following entities;
 Course
 Database
 Admin
 Department
 Lecturer
 Student
 Lecture

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4.6 Program Design
4.7 Interface Design
Students Registration
Lecturers Registration

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Desktop Login form

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Chapter 5: Implementation
Phase

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5.1 Introduction
In the previous chapter, the researcher took an in depth look at the design of the system. The
researcher looked at various modes of design such as system, architectural, physical, database,
program and interface. All this was to get a deeper understanding of how this system works in
terms of how data flows through the system and how the different entities within the system
interact. System design looks at the various modules within a system. Architectural design looks
at how information flows through the system. Database design looks at how information will be
stored in the database, program design loos at the pseudo-code and interface design takes a look
at how the interface was appropriately designed to suit its purpose.
This chapter looks at how to put the design phase into action by using various modes of testing:
unit, black box, white box and module testing. In addition to that, we shall also look at user training
and the various conversion methods, the various changeover strategies pointing out which one is
most favorable for this system.
5.2 Coding
The system will be developed using Java and Android SDK. For the back-end we used Navicat
Premium on the local or remote machine and SQLite on the mobile device. Tables found in the
database are the same as the ones mentioned in the database design section of chapter 4. Primary
and foreign keys were identified and implemented.
Video used in the system are stored in the database as links where a student will click they will
play the video using the link just like how the popular video sharing site YouTube works.
Java web spring framework was used in developing this system as it is an open source and
comprehensive infrastructure that supports the development of robust Java applications relatively
easy and in no time. This framework is also ideal in creating high performing, easily testable and
reusable code.
A model view controller pattern was used to separate the different segments of the system such
that changes can be applied to one segment without affecting the other.
The model is the data of the application and the logic defining how to change and access the data.
The system view and the controller always check with the model for its current state. The view
and controller are either checking if data in the model has changed or not. Communication with
the Model and the View and Controller goes in this way:

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Provide with data
Provide with data Inform of any data
Changes
Inform of any data changes
 Get data
 Check data status
Figure 5.2.1: MVC interaction
Code of the Model for object Lecturer;
/*
* To change this license header, choose License Headers in Project Properties.
* To change this template file, choose Tools | Templates
* and open the template in the editor.
*/
package model;
/**
*
* @author tariro
*/
public class BeanLecturer {
private int id, fk_title;
private String ec_number,email, last_name, first_name,other_names, gender, dob,
date_created;
/**
Model
View Controller

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* @return the id
*/
public int getId() {
return id;
}
/**
* @param id the id to set
*/
public void setId(int id) {
this.id = id;
}
/**
* @return the fk_title
*/
public int getFk_title() {
return fk_title;
}
/**
* @param fk_title the fk_title to set
*/
public void setFk_title(int fk_title) {
this.fk_title = fk_title;
}
/**
* @return the ec_number

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*/
public String getEc_number() {
return ec_number;
}
/**
* @param ec_number the ec_number to set
*/
public void setEc_number(String ec_number) {
this.ec_number = ec_number;
}
/**
* @return the last_name
*/
public String getLast_name() {
return last_name;
}
/**
* @param last_name the last_name to set
*/
public void setLast_name(String last_name) {
this.last_name = last_name;
}
/**
* @return the first_name
*/

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public String getFirst_name() {
return first_name;
}
/**
* @param first_name the first_name to set
*/
public void setFirst_name(String first_name) {
this.first_name = first_name;
}
/**
* @return the gender
*/
public String getGender() {
return gender;
}
/**
* @param gender the gender to set
*/
public void setGender(String gender) {
this.gender = gender;
}
/**
* @return the dob
*/
public String getDob() {

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return dob;
}
/**
* @param dob the dob to set
*/
public void setDob(String dob) {
this.dob = dob;
}
/**
* @return the date_created
*/
public String getDate_created() {
return date_created;
}
/**
* @param date_created the date_created to set
*/
public void setDate_created(String date_created) {
this.date_created = date_created;
}
/**
* @return the email
*/
public String getEmail() {
return email;

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}
/**
* @param email the email to set
*/
public void setEmail(String email) {
this.email = email;
}
/**
* @return the other_names
*/
public String getOther_names() {
return other_names;
}
/**
* @param other_names the other_names to set
*/
public void setOther_names(String other_names) {
this.other_names = other_names;
}
}
Figure 2 shows the user`s interaction with the system. This is where the Controller comes into
play. A controller waits for user input; clicking or moving the mouse and when the user presses
any key on the keyboard. The controller decodes the interaction and tells the model to update its
data and the view to change the data it is displaying.

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Update data
Update view
Figure 5.2.2: controller interacting with view and model
Code of the controller for object lecturer;
/*
* To change this license header, choose License Headers in Project Properties.
* To change this template file, choose Tools | Templates
* and open the template in the editor.
*/
package controllers;
import org.springframework.stereotype.Controller;
import org.springframework.web.bind.annotation.RequestMapping;
import org.springframework.web.bind.annotation.RequestMethod;
import config.IModel;
import config.IUrl;
import model.BeanLecturer;
import org.springframework.beans.factory.annotation.Autowired;
import org.springframework.beans.factory.annotation.Qualifier;
import org.springframework.ui.Model;
import org.springframework.web.bind.annotation.ModelAttribute;
Model
View Controller

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import services.ServiceLecturer;
/**
*
* @author tariro
*/
@Controller
public class ControllerLecturer implements IUrl, IModel {
@Autowired
@Qualifier("ServiceLecturer")
private ServiceLecturer servicelecturer;
@RequestMapping(value = URL_LECTURERS, method = RequestMethod.GET)
public String showLectures(Model model) {
model.addAttribute("title", "Lecturers");
model.addAttribute("lecturer", new BeanLecturer());
model.addAttribute("lecturers", servicelecturer.getLecturers());
return MODEL_LECTURER;
}
@RequestMapping(value = URL_LECTURERS, method = RequestMethod.POST)
public String POSTshowLectures(Model model, @ModelAttribute("lecturer")
BeanLecturer l) {
boolean f = servicelecturer.addLecturer(l);
model.addAttribute("title", "Lecturers");
model.addAttribute("lecturer", new BeanLecturer());
model.addAttribute("lecturers", servicelecturer.getLecturers());
return MODEL_LECTURER;
}

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}
The view simply displays the data found in the model either in table form or in the form of a pie
chart. For this system, data is displayed in the form of tables. Where for instance lecturers have
been added to the system:
5.3 System Testing
This stage is done to validate and verify the system. In order to check if all the functionalities are
working according to plan, checking if the system is secure and satisfies all stated objectives.
Testing methodologies used here are Unit and Module testing.
5.3.1 Unit testing
This is when individual components of a software are tested with the aim of validating that each
unit of the software performs as it should. A unit is the smallest part of a system that can be tested
giving us a quantifiable result. A unit usually has a single or a number of inputs. Methods of unit
testing used here are Black box and white box testing
 Black box testing
This is also called behavioral testing and it mainly focuses on checking the functionalities of
the system. That is the tester has got no idea on what is going on ‘behind the scenes’ all the
tester checks to see is if all the functionalities are working well. Black box testing checks to
see if there is any:
 Incorrect or missing functions
 Interface errors
 Errors in database access
 White box testing
The software developer carried out white box testing as this mode of testing is more efficient if it
is carried out by a person that knows the code and exactly what it is supposed to do. The first unit
to be tested was the login in form in which the code stated that a student when logging in should
match their student ID with their national ID:

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If the user enters the wrong information, the system will notify them to either enter the correct
password or to contact their administrator:
5.3.2 Module testing

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5.4 Installation
After all the testing is done, system implementation can then begin. The application will be
installed on android phones running on Android version 2.3 and later. The website can be accessed
via any browser running on any windows 7 machine. The new and old system will be used hand
in glove with the old system through the Phased Changeover method.
Event Start time Finish time
Installation 03/09/18 07/09/18
User orientation and
training
10/09/18 14/09/18
Table 5.4.1: new system installation
5.5 System Conversion
System conversion is a relatively easy process if the process is well documented and adequate
backup is done. There are various methods of file conversion. The right one to use is totally
dependent on the type of system to be implemented. When deciding which method to use, the
systems analyst must take into account user and organizational variables. Adequate planning and
scheduling of the conversion process and the strategic involvement of users will make the
conversion task less tedious and lessen the risk of losing important information.
5.5.1 Direct changeover
With this method, on a particular date, students and lecturers will stop using the old system. That
is they will stop travelling to Manresa for lectures and immediately attend lectures online. This
method can only be safe to use if extensive testing has been done and this information has been
communicated well to each and every student. However, direct changeover is risky in that it might
cause a disruption in lectures as people generally take time to get accustomed to the new system.
Form a change management perspective, direct changeover will not give system users enough time
to adjust to the new system which might lead a failure of the system before it has even proved its
usefulness.
5.5.2 Parallel Conversion
Parallel Conversion refers to running the old system and the new system simultaneously. When
the same results are realized over a stipulated period of time, then the old system can be dropped
and the University moves over to the new system. The greatest advantage of running both systems

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is that results obtained from using the old system can be checked against those obtained in the old
system. In the case of the Virtual Classroom, one quantifiable results can be checking students’
lecture attendance. The system has a module that checks a student’s attendance and quantifies it at
the end of the month to check their attendance and the lecturer can then compare with their register.
In other systems, users will have a disadvantage of doubling their workload but in the case of the
Virtual Classroom this is not a big issue because the lecturer will record a session in the same place
he is conducting his lecture.
5.5.3 Pilot Conversion
In this method, the new system is introduced to different environments. For example, with the
Virtual Classroom system, it can be implemented in Marondera to see how students there will react
and if they can adjust to using the new system. Another test site can be in Harare or in Bulawayo
where there are students of different ethnicities and social backgrounds so as to see if they
acclimatize to the system. This method will allow the systems analyst to see if the new system will
meet the needs of all students regardless of environment.
5.5.4 Phased Conversion (recommended by systems analyst)
This method replaces the old system stage by stage. It is similar to pilot testing the only difference
being that pilot method tests at one location then the new system is implemented to the whole
organizations. Phased method introduces the new system to one department at a time out of the
entire organization. In our case, the new system can be used in one program at time. For example,
the system can be introduced to Information Systems students only then if that is successful,
implementation will move on to the next degree program. This method is very user friendly as it
is easier to realize results of a smaller group than for the whole university. However using this
method will take a lot time but the benefits outweigh this single disadvantage.
5.5.5 Conversion plan (phased conversion)
Table 5.5.5.1: conversion plan
Timeline Event
Week 1 (10-14 September 2018) Introduce Information Systems second year
students to the new system and give necessary
training
Week 2 – Week 3 (17 – 28 September 2018) Students familiarizing and using the system
Week 4 (01 – 05 October 2018) Comparing results of old and new system and
solving any issues that will have arisen (bugs)
Week 5 (08 – 12 October 2018) Implementing system to the rest of the
university

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5.6 User training
User training will be held from the 10th to the 14th of September 2018. This will be the first week
of the last semester of the year. Students and lecturers will be fresh and eager to venture into this
new mode of learning. Also this will give the university ample time to inform IS students of the
upcoming changes to their mode of learning.
The system administrator will be the trainer. Lecturers are going to be trained separately form the
students and they will also be trained as bother the lecturer and the student this is so that they will
be able to assist the students when they encounter problems after the systems administrator has
trained them.
Lecturers will be trained on the following:
 How to start and record a session
 How to conduct a lecture
 How to respond to questions
 How to upload study material
Students will be trained on the following:
 How to download a lecture
 How to have a group chat
 How to take a test
 How to download study material
Administrator will be trained on the following:
 How to manage system users
 How to manage courses (adding and updating)

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Chapter 6: Maintenance

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6.1 Introduction
In chapter 5 we saw the system coming to life through the various modes of testing which also
proved the relevance of the system to the users and bringing to light any errors that might be within
the system before deployment. Chapter 5 also helped us see which conversion method will be best
for our system and the steps to installing the system. This final chapter looks at the best ways of
maintaining the Virtual Classroom system and the user manual. If a system is not well maintained,
it will prove costly to the owners, cause inconveniences and cause more harm than good to the
users of the system. In this case, a lot of students might miss out on their lectures or not take their
tests which will lead to having incomplete coursework. In this chapter we will look at the various
methods of system maintenance as it is common knowledge that the life of a system begins upon
its deployment and so maintenance is imperative
6.2 Perfective Maintenance
Perfective Maintenance refers to the change of system requirements and functionalities. As
lecturers and students become accustomed to the system they begin to see different ways of
expanding and improving the system and also adding new features to the system in order to make
the system more usable and relevant to the students and lecturers. These changes can in the long
run become future enhancements to the system. Perfective maintenance will bring about changes
that will include removing features and functionalities within the system that are not necessarily
functional and effective to the lecturers and students.
6.3 Adaptive Maintenance
Adaptive Maintenance is triggered by changes within the environment the software resides in. this
type of change can be triggered by changes happening in the world of technology and in the
education. A good system is one that changes and evolves even as the environment it is in is
changes. A good system is one that adapts to its environment without any challenges or causing
any inconveniences to the lecturers when they want to carry out a lecture or to the students when
they want to take the test, download or upload an assignment or attend a lecture. To make this
possible, the system has to be reviewed continuously with the system developers, lecturers and
students to make sure all system functionalities are in tandem with current technological trends so
as to ensure maximum system performance.

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6.4 Corrective Maintenance
Corrective maintenance is also referred to as bug fixing. Corrective maintenance targets errors and
faults within the Virtual Classroom system that might affect different areas of the system such as
the design, logic or the code. In most cases, these bugs or modifications to the system that are
realized by students and lecturers as users of the system and are stated in the user error reports.
When corrective maintenance is done, Regression Maintenance testing is carried out as a way of
confirming that no more errors are occurring.
6.5 Preventive Maintenance
This includes making the necessary modifications and adding updates in order to prevent future
problems the software might encounter. Problems which might not be significant at the current
moment but may cause serious problems in the future are addressed under preventive maintenance.
Preventive maintenance is focused on decreasing the deterioration and irrelevance of the Virtual
Classroom system in the long run. Streamlining, enhancing code and apprising system
documentation are some of the most important preventive maintenance methods. Preventive
maintenance ensures the unforeseen effects a software can have in the future are reduced as well
as helping the system become well established, accessible, logical and sustainable
6.6 User Manual
This user manual is designed for the students, lecturers and administrator.
6.6.1 Administrator
The role of the administrator in the system is to manage users and courses available in the virtual
classroom system. The administrator logs in using the root password:
After logging in, the administrator can then add more courses to the system. For instance, the
process of installation demands that the system be used by second year Information Students first

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then the rest of the university. The administrator adds all necessary modules into the system from
the menu bar of his account:
The administrator can change his password if he wills and delete a lecturer’s account in the event
that the lecturer does not work at the university anymore. When he is done he will simply log out.
The role of the administrator is also to show the course coordinator progress on various courses.
6.6.2 Lecturer
The main purpose of the lecturer is to conduct lectures and upload study material such as notes
and assignments. The lecturer’s username is their EC number and the password is their national
ID number:

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Below is the lecturer’s window showing where they can begin a lecture, record, upload study
material and assignments as well as downloading written assignments. The lecturer also uploads
questions into the question bank where the system will automatically set tests on specified days.
6.6.3 Student
The student’s function in the system is to attend lectures, download study material and assignments
to write and upload written assignments. The students also takes tests. In order for the student to
login they need to use their student id as their username and their national ID as their password
and everything must be in small letters. For example:
After the student has logged on, they are presented with this interface where they can select what
their next move is. Clicking on a particular button will take them to the task they want to carry out.

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6.7 Future developments

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References
S.Prasad,Virtual Classroom Network, accessed January 2018
http://www.freestudentprojects.com/studentprojectreport/projectreport/web-based-
project/virtual-classroom-network/
Mujibul Hasan Siddiqui, Virtual Classroom Learning for Higher Education: A Result of
Information Technology, accessed January 2018
http://www.irjcjournals.org/ijmssr/Feb2013/13.pdf
R. Kumar, S. Shahi, Virtual Classroom System,accessed January 2018
http://www.ijettjournal.org/volume-4/issue-4/IJETT-V4I4P344.pdf
https://www.slideshare.net/UdaraSeneviratne/scedule-feasibility
Kwak, Y.-H & lbbs, C.W (2000). Calculating project management`s return on investment. Project
Management Journal, 31(2), 38-47.
D.Patak, Software engineering: Pressman, accessed January 2018
https://mytestingexp.files.wordpress.com/2010/08/software-requirements-specification.pdf
http://softwaretestingfundamentals.com/unit-testing/
https://www.webopedia.com/TERM/W/White_Box_Testing.html

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