LEARNING MANAGEMENT SYSTEM

Submitted by
Mehreen Ashraf (AU-06-09-01483)
Namra Nawaz (AU -06-10-01485)
Bachelors of Sciences in Computer Science (BSCS)

Session
2020-2024

Department of Computer Science,

Fazaia College of Education for Women,
Sarwar Road Lahore, Cantt
(Affiliated with Air University)

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LEARNING MANAGEMENT SYSTEM

Submitted by
Mehreen Ashraf (AU-06-09-01483)
Namra Nawaz (AU -06-10-01485)
Supervisor
Ms. Samia Rafiq

A Final Year Project Documentation Submitted to the

Department of Computer Science Partial Fulfillment of the Requirements
for the BSCS
June, 2024

Department of Computer Science,

Fazaia College of Education for Women,
Sarwar Road Lahore, Cantt
(Affiliated with Air University)

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DECLARATION BY SCHOLARS

This is to certify that the project titled LMS: “Learning Management System” is a
genuine work carried out by Mehreen Ashraf (AU-06-09-01483) and Namra Nawaz
(AU -06-10-01485) students of BSCS in the Computer Science Department at Fazaia
College of Education for Women, Lahore, during the academic years 2020-2024, for the
award of the degree of Bachelor of Computer Science. We further affirm that this project
has not been submitted for the award of any other degree at any other institute or school in
Pakistan.

____________________________ _____________________________
Mehreen Ashraf (AU-06-09-01483) Namra Nawaz (AU -06-10-01485)
Department of Computer Science Department of Computer Science
Fazaia College of Education For Fazaia College of Education For
Women, Sarwar Road Lahore Cantt Women, Sarwar Road Lahore Cantt

APPROVAL SHEET

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It is certified that the project titled LMS: “Learning Management System”
submitted by Mehreen Ashraf (AU-06-09-01483) and Namra Nawaz (AU -06-
10-01485) has been thoroughly evaluated and found to meet the requirements for
the degree of Bachelor of Science in Computer Science (BSCS).

______________________________
External Examiner

______________________________
Internal Examiner
(Ms. Samia Rafiq)

______________________________
Head of Department
(Dr. Javed Anjum Sheikh)

______________________________
Head of Institution
(Dr. Itrat Irfan)

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DECLARATION BY SUPERVISOR

The work reported in this project was carried out by Mehreen Ashraf and Namra
Nawaz under the supervision of “Ms. Samia Rafiq”, Department of Computer
Science, Fazaia College of Education for Women Sarwar Road, Lahore Cantt.
We hereby declare that the title of the project “Learning Management System”
and the contents of project is the product of our own research. And no part has
been copied from any project source code. We further declare that this work has
not been submitted for any award of any other degree /diploma. We will be
responsible and reliable for any consequence if violation of this declaration is
determined. The college may take action if the information provided is found
wrong at any stage.

Date:

Mehreen Ashraf Namra Nawaz

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COPYRIGHTS

This is to certify that the project titled “Learning Management System”

the genuine work carried out by Mehreen Ashraf (AU-06-09-01483) and Namra
Nawaz (AU -06-10-01485) students of BSCS of Computer Science Department,
Fazaia College of Education for Women, Lahore during the academic year 2020-
2024, for the award the degree of Bachelor of Computer Science and the project
had not formed for the award of any other degree in any other institute or school or
college of Pakistan.

Mehreen Ashraf (AU-06-09-01483)

Namra Nawaz (AU -06-10-01485)

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DECLARATION

It has been determined that the project report created by is adequate and
follows the format specifications. I suggested that it be prepared for the External
Examiner's assessment to grant the Bachelor of Science (Computer Science)
degree.

We hereby declare that the title of the project "Learning Management

System” and the content of the project are the product of our research. And no part
has been copied from any project source code. We further declare that this work
has not been submitted for any award of any other degree/diploma. We will be
responsible and reliable for any consequence if the violation of this declaration is
determined. The college may act if the information provided is found wrong at any
stage.

Mehreen Ashraf (AU-06-09-01483)

Namra Nawaz (AU -06-10-01485)

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DEDICATION

We dedicated this project firstly to Allah Almighty, my creator, my master,

my strong pillar, and my source of inspiration. He has been our source of strength
throughout the program.

This work is as well dedicated to our parents, who have always loved us
unconditionally and whose good example has taught us to work hard for what we
want to achieve.

Mehreen Ashraf (AU-06-09-01483)

Namra Nawaz (AU -06-10-01485)

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ACKNOWLEDGEMENT

We are indebted and thankful from the core of heart to ALLAH ALMIGHTY, the
“Compassionate” and the “Merciful”, who enabled us to elucidate a drop from
existing ocean of knowledge. Countless salutations are upon the HOLY
PROPHET HAZRAT MUHAMMAD (S.A.W), the ideal of knowledge who has
guided his “Ummah” to seek knowledge from cradle to grave. ALLAH
ALMIGHTY showers countless blessings upon us that made us able to give our
best in completion of this project.
We are truly grateful to Ms. Samia Rafiq, Fazaia College of Education for
Women, Lahore Cantt, who helped us and enhanced our knowledge and
capabilities, who always appreciated our work and encouraged us through their
guidance. To our supervisor, we will forever be obligated. We are truly grateful to
all for their precious time regarding the rectifications and suggestions related to our
project work. We are thankful to all the faculty members for their kind and
supportive contributions in enhancing our knowledge.

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CERTFICATION

This project report, carried out and written by Mehreen Ashraf and Namra
Nawaz has been found satisfactory and according to the prescribed format. I
recommended that it is to be processed for evaluation by the External Examiner for
degree in Bachelor of Science (Computer Science).

External Examiner

Internal Examiner

(Ms. Samia Rafiq)

Head of Department

(Dr. Javed Anjum Sheikh)

Head of Institute

(Mrs. Itrat Irfan)

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Abbreviations

LMS Learning Management System

CBI Computer-Based Instruction
CAI Computer-Assisted Instruction
CAL Computer-Assisted Learning
MOOC Massive Open Online Courses
SEET Student Experience and Expectation of Technology
DDL Data Definition Language
ADDIE Analyze Design, Develop, Implement and Evaluate.
LTI Learning Tools Interoperability
API Application Programming Interface

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Abstract
Several universities around the world have implemented the Learning Management System
(LMS) to facilitate communication between instructors and students outside of the traditional
classroom setting. It is a digital software-based environment for managing user learning
interventions and providing students with learning materials and content. A learning
management system, also known as an LMS, is a methodical approach to the design, creation,
and implementation of a comprehensive platform that aids in education. The educational
objectives, requirements, and infrastructure of the institution are thoroughly examined before the
LMS is implemented. This examination helps in recognizing the particular highlights and
functionalities expected to meet the extraordinary necessities of the organization. The LMS
infrastructure, which includes the user interface, administrative features, and back-end database,
is built during the development phase. It gives a unified stage to overseeing and conveying an
instructive substance, working with correspondence and coordinated effort among understudies,
staff, and heads. Recently, learning management systems (LMS) have gained popularity,
particularly for educational purposes. A learning management system (LMS) is a software
program used for administrative, record-keeping, reporting, automation, learning, and human
resource development. The LMS idea was created with e-learning in mind and offers several
advantages when put into practice.

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Content
Declaration…………………………………………………………………………………… 7
Dedication……………………………………………………………………………………....8
Acknowledgement ……………………………………………………………………………9
Certification……………………………………………………………………………………
10Abbreviations…………………………………………………………………….
…………...11 Abstract
……………………………………………………………………………………….12
Contents………………………………………………………………………………………13
List of Figure…………………………………………………………………………………14
List of Tables…………………………………………………………………………………16
1 Introduction…………………………………………………………………………..……18
2.1 Background………………………………………………………………….……………22
1.1 Objective …………………………………………………………………….…….……..23
1.2 Project Scope……………………………………..………………………..…………......23
1.3 History and Definition of LMS…………………………………………….……………24
2 Literature Review……………………………………………………………….………….25
2.2 Research Gap………………………………………………………………..…………....35
2.3 Problem Description…………………………………………………………..………….36
3 Methodology………………………………………………………………………..…….....37
4 Implementation…………………………………………………………………….…….…40
4.1 Development Process…………………………………………………………………..…43
4.2 Development Language And Frameworks………………………………………………..47
4.3 Requirement Analysis………………………………………………………………..…….76
REQUIREMENTS ANALYSIS……………………………………………………………….76
Conclusion……………………………………………………………………………………....87
BIBLIOGRAPHY....................................................................................................................88

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List of Figure

Figure 1.1: Web application's Browser-Server Architecture.........................................................12

Figure 1.2:Flowchart......................................................................................................................14
Figure 3 Implemention..................................................................................................................35
Figure 4.1:Architecture Diagram...................................................................................................38
Figure 4.2:Admin Login................................................................................................................43
Figure 4.3:Admin Dashborad........................................................................................................45
Figure 4.4:Add Subject..................................................................................................................45
Figure 4.5:Add Class.....................................................................................................................46
Figure 4.6:Admin User..................................................................................................................46
Figure 4.7:Add Department...........................................................................................................47
Figure 4.8:Add Student..................................................................................................................48
Figure4.9: Add Teacher.................................................................................................................48
Figure 4.10: Download Material....................................................................................................49
Figure 4.11:Add Content..............................................................................................................50
Figure 4.12: User Log....................................................................................................................51
Figure 4.13:School Year................................................................................................................51
Figure 4.14:Calendar of Events:....................................................................................................52
Figure 4.15:Add Class...................................................................................................................53
Figure 4.16: Add Class..................................................................................................................54
Figure 4.17:Subject overview:.......................................................................................................54
Figure 4.18:Downloadable Material:.............................................................................................55
Figure 4.19:Assignments...............................................................................................................56
Figure 4.20:Announcements..........................................................................................................57
Figure 4.21:Class Calendar............................................................................................................57
Figure 4.22:Quiz............................................................................................................................58
Figure 4.23:Notification................................................................................................................59
Figure 4.24:Message......................................................................................................................59
Figure 4.25:Add Class Announcements........................................................................................60
Figure 4.26:Subject Overview.......................................................................................................61
Figure 4.27:Add Announcement...................................................................................................62
Figure 4.28:Add Assignment.........................................................................................................62
Figure 4.29:Quiz............................................................................................................................63
Figure 4.30:Result..........................................................................................................................64
Figure 4.31:My Class.....................................................................................................................65
Figure 4.32:Notification................................................................................................................65
Figure 4.33:My Classmates...........................................................................................................66
Figure 4.34:My Progress...............................................................................................................66
Figure 4.35:Downloaded...............................................................................................................67
Figure 4.36:Downloadable Material..............................................................................................67
Figure 4.37:Assignment.................................................................................................................68

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Figure 4.38:Announcements..........................................................................................................68
Figure 4.39:Class Calendar............................................................................................................69
Figure 4.40:Quiz............................................................................................................................69
Figure 4.41:LMS Conception........................................................................................................78
Figure 4.42:Administration Role...................................................................................................80
Figure 4.43:Student Role...............................................................................................................81
Figure 4.44:Instructor Role............................................................................................................82

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List OF Table

Table 2 Five Principal of LMS………………………………………………………..………….…0

Table 4 Developing Tools………………………………………………………………………………43

Table 4.1: Description of Administrator Table………………………………………………….…..71
Table 4.2: Description Administration Log Table……………………………………………………71
Table 4.3: Description of Instructor Table…………………………………………………………….72
Table 4.5: Description of Student Table………………………………………………………………74
Table 4.6: Description of Student Log Table…………………………………………………….…..75
Table 4.7: List of required supporting functions performed by the system………………………..79

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CHAPTER 1
Introduction

1. Introduction
A software program or web-based technology used to plan, carry out, and evaluate a specific
learning process is called a learning management system. It's utilized for e-learning rehearses
and, in its most considered normal structure, comprises two components: a user interface (UI)
that is controlled by instructors, students, and administrators as well as a server that handles the
basic functionality. Normally, an LMS furnishes an educator with a method for making and
conveying a tent, screen understudy support, and survey understudy execution. It might also
offer interactive features to students. Instructive foundations frequently utilize these frameworks.
They can work on conventional instructive strategies, while additionally setting aside
associations’ time and cash. A compelling framework lets educators and overseers productively
oversee components like client enlistment and access, content, schedules, correspondence, tests,
tasks, and notices.
Learning Management System in the context of the community of higher institutions, is an
online platform that links lecturers to students. It allows lecturers to easily share classroom
materials or activities with students. It also allows lecturers to interact with students outside the
classroom, having discussions through forums that would otherwise consume too much of the
student’s time in the classroom.
LMS can be portrayed as a motor comprising two primary parts: the server-side (otherwise called
backend) and the client-side (it's likewise alluded to as a frontend improvement part). The first
incorporates usefulness with which it is feasible to take courses, oversee information, and give
client verification, for example, all that stays undetectable to understudies. On the other hand, the
last option implies the presence of the framework, comprising a point of interaction, an
understudy, and an overseer board.
It fills in as a concentrated center point where teachers, students, and executives can connect and
participate in different learning exercises. A digital environment for course creation,
organization, and delivery is provided by an LMS [1].It permits educators to characterize course

17
structures, set learning goals, and transfer course materials like reports, recordings, and
intelligent substances.

18
Chapter 1. Introduction

Also, an LMS offers highlights for appraisals and reviews. The system allows instructors to
create exams, quizzes, and assignments, and it can also provide automated grading and feedback
mechanisms. The LMS provides interaction between students and teachers. There should be an
announcement area where important announcements related to the course are published and
available to all users. There should be a forum where students can post their views and opinions
on any assigned discussion topic.

The Learning Management System was created to solve the issues that plagued the manual
method. The difficulties faced by the current system can be eliminated, or at least reduced, by
this software, which is supported. Additionally, this system was developed with the
organization's specific requirements in mind to ensure that operations run smoothly and
efficiently. To keep data entry errors to a minimum, the application has been simplified to the
greatest extent possible. No conventional information is required for the client to utilize this
framework. This alone demonstrates its ease of use. As previously mentioned, a learning
management system can result in a fast, secure, reliable, and error-free management system.
Instead of focusing on keeping records, it can help the user concentrate on other activities.[23]

The usage of an LMS is encouraged by a well-designed interface with clear instructions; if the
user interface is poorly designed, the opposite may occur. A user interface should provide a clear
overview of the many capabilities available to users. An intuitive user interface with the right
kind of multimedia is what makes it good [2]An LMS must provide basic navigation as it
prevents users from becoming lost and aids in their goal-achieving. An LMS that will reduce
annoyance and increase learning is necessary for instructors. As a result, it will assist the
organization in better utilizing its resources.

An instructor should be able to upload and store all course-related materials in the LMS clearly
defined course contents section. So that the instructor may submit his files including lecture
notes, slides, multimedia, and PowerPoint, it should support a wide range of file types, including.
ppt, pdf, and.doc. To make learning more interesting, it should also provide the ability for
teachers to add practice questions and suggested answers. An LMS offers a wide range of
features and tools to help instructors and students alike, such as online group chat and discussion,
homework collecting and grading, assessment, and course administration.

19
Chapter 1. Introduction

The LMS needs to grant educators the power to manage enrollment in classes. A designated
location should be designated for the teacher to store all student data, including course
registration, fee, grade reports, and so forth. Everything that Data needs to be secure with a
password and kept private. Additionally, LMS needs to include the ability to create backup
copies of all data, guaranteeing that none is lost in the event of an accident or breakdown.
Students would be able to upload their assignments and quizzes through the education platform.
[1]Need a digital drop box where students can submit their work. There would be a mechanism
through which all student suggestions are valued and communicated to students. There would be
different ways to test students' knowledge and it should also offer test administration features.
Web-based assessment, also known as e-assessment, has the advantage of providing immediate
feedback to students, enabling them to take immediate action to close the gap between current
performance and desired performance.[26]

Figure 1.1: Web application's Browser-Server Architecture

The LMS allows for maintaining a complete profile of all users. The teacher must receive all
information about the student: photo, registration information, qualification level, attendance
record, submitted work, submitted assignments, and grades. LMS are designed primarily for the
workplace learning environment and perform some or all of the following asks: recording,
participation in follow-up tasks, performance monitoring, and testing, debriefing, payroll
maintenance, generating reports related to various courses, etc. When it comes to improving and

20
Chapter 1. Introduction

facilitating teaching and learning, LMS are crucial. In addition to facilitating the distribution of
guidance and digital materials to enhance and supplement student learning in a cooperative
setting, LMS free up teachers' time to concentrate on creating engaging instructional strategies.
A Learning Management System consists of two parts:

An admin interface where a preparation director plays out the center, administrative center
undertakings to coordinate their organization's learning programs. This is where they make,
oversee and convey courses, add students, dissect reports, mechanize notices, and so on.

A user interface that runs inside your browser, just like Facebook or Gmail. This is what
students see when they enroll in a course or are assigned to it. These are a few elements of LMS.

Exam Result Management System

The fact that the student result management system can be utilized effectively by both the
institute and the students is its most significant benefit. The system outperforms the current exam
management system in numerous ways. [3]Students' results can be analyzed by teachers and
reports can be written about them. Teachers and administrators alike have access to these reports.
The report can be used as a reference when comparing the student's progress in the future.
Furthermore, the responsibility of the educators is decreased with a solitary data set of all the
imprint sheets. This, in turn, makes it easier to keep track of and distribute grade sheets.[20]
Assignment Management System
Students can submit their work for teachers to grade and provide feedback on in the assignment
activity. This is more effective than email and saves paper. It can likewise be utilized to help
understudies remember 'genuine world' tasks they need to finish disconnected. A task in a course
can be conveyed to your students at the proper time. You don't need to trust that a face will
confront the meeting or convey the task in a way that might create issues like mass email or a
discussion.
Quizzes
The LMS Tests menu gives you the devices to make a test, relegate it to your understudies, and
take a look at their outcomes. Everyone in your subdomain can see the menu. All quiz submenus
are accessible to Administrators, Tutors, and Organization accounts. They can make, go over,
and complete the quizzes that have been given to them. Only the Results menu is accessible to

21
Chapter 1. Introduction

students, where they can view their quiz results and take the quizzes that have been assigned to
them.
Since all the review materials are put in a concentrated area, understudies can get to them
effectively whenever, anyplace. Right from making courses to allotting errands to reviewing,
revealing, and criticism, everything is mechanized. Time is saved as a result. Instant feedback
and results are a huge hit for both teachers and students.

Flow chart

Figure 1.2:Flowchart

1.1 Background
Watson and Watson list computer-based instruction (CBI), computer-assisted instruction (CAI),
and computer-assisted learning (CAL), as general terms, to describe computer adoption
throughout history. These terms apply to computer application programs, teaching, and design
preparation. The terms also refer to monitoring, giving approval, and disseminating materials
(see Appendix for the key terms and definitions). An LMS has multiple online operations and
behaves as a framework to capture numerous layers of progressive learning [4]. An LMS

22
Chapter 1. Introduction

behaves as a platform to distribute and oversee pedagogical material. LMS functions include
promoting specially designed information for capturing learner progress in meeting expectations.
An LMS platform cultivates an environment for engagement and learner achievement, allowing
learners to register for classes, track their grades, and check updates and course
announcements [5].recommend that as school districts integrate the use of an LMS, they should
make LMS use a functional requirement. They discuss LMS administrative management
techniques, including enabling profile features, guidelines for following the curriculum,
guidelines for managing assignments, discussion boards, resources for writing, and updates from
the instructor. LMS users gain access to material and information disseminated by the instructor
in synchronous or asynchronous settings. An LMS provides users with a productive learning
environment to assimilate multiple components of systematic applications. In an educational
setting, computer users have access to operations with non-traditional terms, and many computer
users in education could have access to applications with non-traditional terms and confusing
acronyms to understand. Thus, users may not understand which interpretations are suitable to
use; it is fundamental to differentiate an LMS from similar technologies.[12]

23
Chapter 1. Introduction

1.2 Objective
Enhancing the learning process is the primary goal of learning management systems. In addition
to providing content, a learning management system manages registration, course administration,
skill gap analysis, tracking, and reporting. To enhance educational and training experiences,
LMS provide a platform for the efficient and effective management of online learning, including
course delivery, content management, student tracking, and assessment. The Project on Learning
Management System's primary objective is to manage the assignment, student, teacher, quiz, and
question details. It manages all assignment, class, question, and assignment information. Because
the project is entirely built at the administrative level, access is only guaranteed to the
administrator. The reason for the venture is to construct an application program to decrease the
manual work for dealing with the task, understudy, class, and instructor. It keeps track of every
detail about the teacher, the question, and the quiz.

1.3 Project Scope

With 79% of organizations planning to spend more money in 2021 on web-based training than
they did a year ago, the eLearning market is growing. The COVID-19 pandemic's global
lockdown of educational institutions and business offices has sparked a growing interest in
eLearning innovations to support corporate training and academic education from a distance.
Learning management systems (LMS) seemed like a good option for businesses and educational
institutions due to their flexibility, adaptability, remote access to learning, and robotized
automated learning organization. By 2020, LMS utilization extended from 82% to 84%. LMS is
one of the most anticipated sales of learning software for 2021, as it is currently the dominant
segment of the eLearning market for 41% of association

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Chapter 2. Literature Review

CHAPTER 2

Literature Review

In this modern age it widely accepted that technology impacts all aspects of society. One of the
most prominent changes has occurred in the education field. The manner in which schools
conduct administration, educators teach, and students learn are affected by technological
advancements. Instructional technology in education is defined as the combined approach of
instructional design and instructional development. Currently there are many different
approaches to implementing technology to facilitate the teaching and learning processes, these
approaches include Virtual Classrooms, Massive Open Online Courses and Learning
Management Systems (LMS). The implementation of the Learning Management System LMS is
not a unique approach as previously stated; however, it has never been utilized to facilitate
Educating and Learning Management at the national level in the country of Grenada.

Along with the debut of the first web browsers, the first LMS was introduced in the 1990s.
claims that the misconception that LMS only virtualized traditional classroom settings leads to
frequent criticism of these systems. But in the author's opinion, the way they are made,
organized, and designed is what needs to be addressed. Further research is necessary before
using an LMS, especially about the economic and educational elements [2]
The development of computer-based training and learning in the 1990s can be credited with the
origin of LMS. As innovation progressed and the web turned out to be more open, instructive
establishments and associations started to investigate the capability of Internet learning stages.
The initial LMS primarily focused on digital content delivery and management. They gave
highlights, for example, report sharing, computerized appraisals, and following student progress.
However, these systems frequently lacked collaboration and interactivity.
With the approach of Web 2.0 advances and the developing ubiquity of online entertainment,
LMS began to advance into additional dynamic and intuitive stages. They coordinated highlights
like conversation discussions, discussion channels, and virtual homerooms to work with student
commitment and cooperative opportunities for growth. LMS gained widespread acceptance over

25
Chapter 2. Literature Review

time in academic and business settings alike. LMS was adopted by educational establishments as
a means of enhancing or replacing traditional classroom-based instruction. They offered open
doors for distance learning, mixed learning, and flipped study halls. In an LMS, mediation entails
all teachers and students gaining the necessary competencies and communication skills, as well
as a higher focus on fostering interaction and providing opportunities for real-world application
of collaborative work, all while fostering a cooperative learning environment.

Technology Trends in Education

The importance of technology in education cannot be ignored; in fact, it is safe to say that with
the onset of computers in education, it has become easier for teachers to impart knowledge and
for students to acquire it. The use of technology has made the process of teaching and learning
all the more enjoyable. By using technology as an instructional tool, learning which previously
was passive and reactive has now become aggressive and interactive allowing students to take an
active role in their learning therefore better equipped to understand and retain concepts. [6]
In classrooms the use of projectors and visual aids along with power-point presentations and
short videos are now being used my many learning institutions all over the world as a way to
make learning more interactive, interesting and fun for students. These visual aids have helped
many students overcome problems with understanding certain concepts and even allows them to
obtain a better insight into the subject matter. Students prefer to look at visually stimulating
images and videos rather than just read words, as this improves their motivation and interest
while enticing them to think, form their own ideas and participate in the lesson.[27]
There are instructors who actively incorporate a mixture of both online and classroom-based
instruction into their teaching styles, this hybrid approach is known as blended learning. Students
will attend physical classes while also complete a portion of their learning activities online.
Some schools also incorporate computer video game-based learning into their curriculum in
order to better engage learners who find it difficult to learn using the traditional classroom
methods. This approach engages the students with interactive and exciting video games which
also teaches them useful concepts and knowledge. [5]
Outside of the classroom students and learners of all ages make use of online learning platforms
to obtain an education and further develop themselves. This is made possible by institutions
adopting the use of online learning portals to reach students who live in areas that are difficult to
attend physical classes. Massive open online courses (MOOC) which are online courses which

26
Chapter 2. Literature Review

are accessible to all, provide learners with a means of obtaining certification and learning new
skills for the job market. Additionally, many institutions including top universities are now
offering fully accredited online degrees. These opportunities for online learning are being used
by students and learners who are currently employed and those who might want to undertake a
course of study at a university located in another country.
Social media also plays a role in students' learning, as it gives them an opportunity to engage in
group discussions and actively interact with each other. In 2013 a group of researchers at three
Australian universities carried out a Student Experience and Expectation of Technology (SEET)
survey, which was first developed in 2010 as a collaborative project between the universities.
The aim of the SEET survey was to assess student's use of technology in their learning activities.
The survey was originally done in and then repeated in with modifications to reflect the
changes in technology. The survey showed an increasing trend in students not only using the
internet to research information but also utilizing social media and other online forums as a
means of communication to share knowledge and engage in participatory learning.
LMS has gained popularity as a means of providing employees with training and professional
development programs. They gave a unified stage to sorting out and overseeing the preparation
materials, following representative advancement, and evaluating execution. Current LMS have
extended their functionalities to oblige different instructive methodologies and consolidate
arising advancements. They now incorporate analytics-driven insights, multimedia content
creation, gamification, mobile compatibility, and personalized learning paths to enhance the
learning experience. Moreover, the ascent of distributed computing has prompted the
advancement of cloud-based LMS, which offer more noteworthy versatility, adaptability, and
cost-adequacy compared with customary on-premise frameworks. Interoperability standards and
integration with other systems are becoming increasingly important as LMS develops. This
makes it possible to seamlessly exchange data between various educational platforms and tools,
making the learning ecosystem complete and more interconnected. [7]
Benefits of LMS
 A LMS provides access to student-centered teaching approaches, increased accessibility,
assessment and evaluation features, and improved management of course content and
administrative tasks [13]. Mungal, stated that; “Learning management systems allowed social

27
Chapter 2. Literature Review

interaction among students that exposed them to multiple perspectives on the same issue
while ensuring efficient and cost-effective access to learning resources”.
 With the arrival of modern technologies, the internet has can be transformed a platform for
online learning and an educational resource for remote students or students without the
means to physically attend classes. Students can therefore continue to learn outside of
traditional a classroom setting at their convenience, students can also undergo self-centered
learning without the distractions of other students in the classroom and can review learning
materials at their convenience.
 Learning institutions that utilize a LMS as a learning tool can actively promote better
communication between the students and instructors. The LMS provides the instructors with
more insight on the students learning as they are able to monitor the learning progress. This
provides more opportunities for students and educators to interact effectively when compared
to classroom-based teaching methods. Instructors can therefore plan lessons more effectively
ensuring that all or most of the learning objectives can be met within a given session and then
provide additional resources for students to learn on their own.
 A LMS can assist students with learning impairments such as Dyslexia by improving Lexical
access (i.e. The process involved in obtaining the meaning of written words.), Processing
speed and working memory (i.e. The ability to temporarily retain information in memory,
work with it or operate on it, and produce a result).
 The use of a LMS may be more cost efficient when compared to traditional methods of
teaching. All the parties involved can benefit as the cost of learning can be reduced through
the use of digital course materials, online quizzes and assignments. Students and instructors
would save cost by reducing the need to print assignment and learning materials, additionally
students' report cards and communication to teachers can be sent through the LMS or via
email.
 Learning through the use of technology has numerous advantages and the internet has helped
many to improve their knowledge and understanding. Recent studies have shown that web-
based learning methods and resources have many advantages over traditional teaching-
learning methods since it provides learners with a superior learning background. LMS has the
potential to upgrade the nature of teaching and learning in the modern age and improve the
learning ability of learners.

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Chapter 2. Literature Review

 Learning management systems can support a number of teaching methods which are able to
assist learners with different learning needs. The different teaching methods include:
traditional face-to-face classroom instruction, Online learning, Blended learning (i.e. The
blended learning approach is a mixture of both online educational materials and the
traditional Face-to-Face classroom methods.) and Mobile or Distance learning.

Participation of Students
It was not until the 1990s that higher education started to realize how important it was to analyze
and promote student participation. A group of organizations, scholars, and education specialists
collaborated to carry out the first Survey of Student Engagement at the National Level.
Nonetheless, over the preceding thirty years, scholars have been examining student participation,
according to Coates. Studies on students' effort quality were carried out, for instance, by Pace on
good practices and student engagement based on psychosocial and physical aspects. To student
achievement, these studies looked at the efforts and strategies used by students to increase their
involvement on campus. It has been shown that institutional behavior affects students'
achievement, therefore schools and universities need to figure out how to best organize their
programs to help students. Chickering and Gamson put forth seven guidelines for the greatest
methods for teaching and learning that could be highly beneficial for creating courses the
following:
(a) Student-teacher communication
(b) Student cooperation
(c) Students should be encouraged to use active learning
They should also receive feedback; they should be reminded of the importance of completing
tasks and assignments on time; they should be held to high standards and encouraged to set high
standards for themselves; and finally, they should be respected for their diversity in terms of
learning styles, abilities, and accomplishments. These concepts served as guides for creating
instruction in any kind of venue or environment, including face-to-face, blended, and entirely
online settings. Online learning has had several drawbacks, such as a loss of interaction in an
asynchronous setting, a rift in the relationship between students and teachers, and difficulties
working on group projects while online. [8] However, online learning has many advantages over
traditional classroom settings. These include the capacity to maintain a higher standard of
communication with students, flexibility in the learning process, the ability of instructors to serve

29
Chapter 2. Literature Review

as coaches and mentors rather than just directors, and an improved sense of community. These
benefits may help students succeed more in online learning environments than in traditional ones
with rigid scheduling. [2]
Some studies have proposed strategies to mitigate any drawbacks that are occasionally observed
in online education. In a different research, Huang and Salmon proposed a methodology for
supporting such settings that settings and would gain from having the following included:
techniques to improve virtual learning settings, such as placing a heavy emphasis on time
management abilities and offering a lot of support and encouragement for participating in online
discussions.
Outcomes and Student Engagement
Higher education institutions are aware that there is a positive relationship between learning
outcomes and student engagement. Improvements in the academic performance of students are
among the potential advantages of high student engagement. Students, academic performance of
the college or university, student experiences, learning objectives, and the institution's reputation
[2]. Additionally, involved students frequently expressed a sense of "belonging" at their schools,
which boosted retention. Additionally, it was shown how data from tracking engagement levels
among students could be used to more effectively allocate institutional resources and services
that encourage student involvement and retention. Furthermore, involved students frequently
reported feeling like they "belonged" in their schools, which improved retention. Additionally, it
was shown that data obtained from It may be possible to more effectively allocate institutional
resources and services that encourage student participation and retention by keeping an eye on
engagement levels. Developing student self-esteem as well as cognitive and psychosocial
development has been linked to the significance of the relationship between student engagement
and outcomes. [9]

Students who are cognitively engaged demonstrate a commitment to learning, self-control, and
the capacity to use learning strategies. The idea encompasses hard labor, the capacity for
adaptable problem-solving, and the inner fortitude to confront failure or setbacks with a positive
outlook determined that several factors, including information sharing, student-centered learning,
interactive learning, motivation, knowledge production, socialization, and facilitation of learning,
are essential to a successful program. Additionally, for students to study effectively online, they
need techniques. Assignment tools have also been utilized to track student performance using

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Chapter 2. Literature Review

data from an LMS. These data have also been utilized to develop a prediction model that
identifies risk variables in students. Whereas LMS data have employed assignment and activity
grades, performance may have an impact on student outcomes. [6] Additionally, by utilizing
information like access frequency, an LMS might be utilized to forecast how students will
behave online.[21]
Students' Involvement with Learning Management Systems
LMS technologies have been used by higher education institutions to provide access to
educational resources and enhance the caliber of instruction. Students' knowledge of information
technology has improved as a result. Technology for online learning has allowed the role of the
instructor to change. Rather than only imparting knowledge through rote learning, teachers are
now also course designers, mentors, evaluators, and allies of their students. They can use the
adaptability of online environments to give their students an educational experience that is rich in
active learning. [6]

The benefits of online learning with an LMS include all students being exposed to a standardized
educational system appropriate for their learning levels and having access to content at any time.
[4]
Students can interact via email and discussion boards when learning online (Foothill Global
Access, as mentioned in Al-Kassir.
Additionally, online learning programs would give students more autonomy over how quickly or
slowly their education advances, access to a variety of learning resources, and a secure, private
environment for academic coaching surroundings. Programs for online learning must also be
asynchronous and interactive, enabling students to reply from any location at any time. Thus, to
attain successful learning standards, an online learning program needs to link the LMS with other
software packages.
Understanding Analytics
The definition of learning analytics, a relatively new field, is the "measurement, collection,
analysis and reporting of data about learners and their contexts, for understanding and optimizing
learning and the environments in which it occurs”. According to Campbell and Oblinger it has
been regarded as a very helpful tool that organizations might employ to enhance their services
and organizational structures. It is a new paradigm that colleges and universities can use to create
changes that enhance curriculum, institutional administration, and efficiency, which may lead to
improvements across their programs, according to Long and Siemens. LMS systems have been

31
Chapter 2. Literature Review

utilized in other research to collect data for learning analytics research Wolff et al.Lonn et al.
claimed that an "Early Warning System" that tracks students' participation in their academic
work was constructed using the LMS. Assignment tools have also been used to track student
performance using data from an LMS. While LMS data has used assignment and activity grades,
such data have also been used to develop a prediction model to identify risk variables in student
performance that can affect student outcomes. Furthermore, an LMS could be utilized to forecast
the online activities of students by utilizing information like access frequency. One of the best
instruments for analyzing student engagement has been learning analytics. Examining LMS data
with student engagement metrics could help schools modify their course offerings to enhance
student achievement; look into. The use of learning analytics to look into student performance
and accomplish meaningful learning was explored by. [8] Performance and attain worthwhile
education.
Technical Requirements and Assistance
Launching a learning program without enough technical assistance may be disastrous. A
company should choose an LMS that is easy to install and use, and that works with the system
that is currently in use.
Online course
A virtual lecture is a platform that combines live-recorded audio snippets with PowerPoint slides.
Students can review the virtual lecture at any moment to help them remember the material.
Cramer, Collins, Snider, and Fawcett surveyed the use of virtual lectures with 116 in-person
students and 29 online. According to the results, students thought the virtual lecture improved
their marks and increased their learning. Additionally, 90% of students felt that all courses ought
to include virtual lectures. Furthermore, the only option to access the lecture materials online is
through virtual lectures. Additionally, exam scores significantly improved for students who used
virtual lectures more frequently.
Clear and User-Friendly Graphical Interface
The first interaction between a user and an LMS will be through its graphical interface. A well-
designed interface with clear instructions encourages the use of an LMS or the reverse could
happen if the user interface is not properly designed. The user interface should give a clear
picture of what different functionalities are there for users to take advantage of. A good user
interface is easy to navigate and contains the appropriate type of multimedia. Simple navigation

32
Chapter 2. Literature Review

is needed in an LMS since it keeps learners from getting lost and will help the learners achieve
their goals. An instructor needs an LMS that will minimize frustration and maximize learning.
[8]The users should be able to customize the design of the screen according to their tastes and
preferences. This will help prevent the instructional process from becoming dull and
monotonous.
Instructor
An instructor should be able to upload and save all course-related materials in an LMS's clearly
defined course contents area. This is known as the well-designed course repository. The teacher
should be able to upload his lecture notes by using a range of file types supported by the system,
including PPT, PDF, doc, and so on.
PowerPoint, multimedia, slides, and notes. To further enhance student engagement, it must
provide an option for teachers to contribute sample questions and suggested answers. Course
administration tools, homework collecting and grading, course evaluation, online group chat and
discussion, and other features are just a few of the many tools and functions that an LMS offers
to help both teachers and students.
Course Administration Capability
The LMS must give educators the power to manage course registration. The instructor ought to
have access to a place where they may store all of the student data, including course registration,
money payments, attendance records, grade records, and so forth. Everything that this Data
ought to be password-protected and kept private. To ensure that all data is safe in the event of an
accident or crash, LMS should also include the ability to create backups of all data. Additionally,
the system must be able to create schedules for students, teachers, and classrooms.
Interaction amongst LMS Users
A learning management system should facilitate communication between instructors and
students. All users should have access to an announcement area where significant
announcements about a course are posted. Students ought to be able to post on a discussion
board. their thoughts and ideas regarding any given debate topic. Students may transform from
"passive viewers to active participants" as a result of these discussion boards. Users should be
able to participate in audio and video conferences through it as well. To complete any group
activity, the instructor must be able to organize the users into groups. Moreover, LMS should
provide social networking tools like wikis and blogs. It is important to provide students with the

33
Chapter 2. Literature Review

chance to interact.
Student Profile
An LMS ought to have the ability to manage each user's whole profile. A student's photo,
registration information, level of competency, attendance history, completed work, incomplete
assignments, and grading should all be available to the instructor. As stated, LMSs were
primarily created for use in a workplace learning setting, and they were intended to carry out any
or all of the following functions: registration, monitoring of participation, monitoring of
completion, testing, follow-up conversations, keeping track of payments, manufacturing various
course-related reports, etc.
Well-Designed Course Repository
An LMS should include a designated place for the course contents, where instructors can upload
and store all course-related materials. The teacher should be able to submit his files with lecture
notes, slides, multimedia, and PowerPoint since it should support a wide range of file formats,
including .ppt, pdf. To further enhance student engagement, it must provide an option for
teachers to contribute sample questions and suggested answers.
Course administration tools, homework collecting and grading, course evaluation, online group
chat and discussion, and other features are just a few of the many tools and functions that an
LMS offers to help both teachers and students. Technically more advanced functions provided by
LMSs include grouping students for online assignments, reminding them of deadlines, and
hosting virtual office hours. [7]
Assessment and Recommendations: Using the LMS, students ought to be able to upload their
homework and tests. A digital drop box is required for students to turn in their assignments.
Every student submission should have a system in place for grading and reporting back to the
students. Students' knowledge should be tested in a variety of ways, and test management
features should be included. Online assessment, or e-assessment, has the benefit of giving
students rapid feedback, allowing them to "close the gap" between their desired performance and
current performance. [6]

The Pedagogy is the Core of an LMS

The educational approaches that an LMS supports are its most crucial element, or what we refer
to as its core. Comparing and assessing LMS just based on feature richness would be unfair.

34
Chapter 2. Literature Review

Constructivist pedagogy is one of the suggested methods for online education. This method
involves having pupils apply what they already know to different situations to expand their
knowledge and learn new things in the process. Constructivist teaching methods are simple to
use in online learning environments since these platforms are designed to promote student
initiative and autonomy, engage students in conversation with teachers, and offer fast feedback.
A basic set of deeper learning concepts was developed by Carmean and Haefner after a survey
of the works of several educators. They contend that when learning is social, active, contextual,
engaging, and student-owned, it leads to "deeper learning" or engaged learning, which improves
conceptual understanding.

Table 2 Five Principal of LMS

Learning is When How these objectives can be
achieved in an LMS
environment
It encourages contact between faculty. Virtual chat,
Social students and faculty discussion boards,
announcement postings.
Use of hyperlinks to carefully
chosen websites to direct
New knowledge is integrated students to additional
Contextual into the learner’s world. New information.
knowledge is demonstrated to Requiring students to
the student. construct presentations of the
new knowledge and share
those presentations with peers
and experts in the knowledge
domain
It respects diverse talents and Use of audio/visual tools, and
Engaging ways of learning. It is done in multimedia. Use of
high-challenge, low-threat Synchronous as well as
environments. asynchronous learning tools
Students take control of their
learning noting failures, Enhancing students’ ability to
Student owned planning, apportioning time seek answers quickly.
and memory to tasks. It
emphasizes learner
independence and choice.
Practice and reinforcement Interactive testing modules
are emphasized. Involvement can be used where answers

35
Chapter 2. Literature Review

Active in real-world tasks is can be evaluated and

emphasized. immediate feedback provided
to students

2.1 Research Gap

The lack of comprehensive studies on the efficacy of gamification techniques in improving
student engagement and motivation is one research gap in the field of learning management
systems (LMS). While gamification has acquired prevalence in instructive settings, there is as
yet a requirement for thorough observational examination to grasp its effect on learning results.
The limited investigation of personalized learning strategies within LMS is another research gap.
By adapting instruction to each student's unique requirements and learning styles, personalized
learning has the potential to enhance individual student experiences. Be that as it may, there is an
absence of top-to-bottom examinations inspecting the plan, execution, and viability of
customized learning models inside LMS stages.
2.2 Problem Description
The old manual framework was experiencing a progression of disadvantages. The process of
keeping, maintaining, and retrieving the information was extremely time-consuming and tedious
because the entire system was to be maintained by hand. There was never a predetermined order
for the records. Associating a particular transaction with a particular context used to be very
difficult. Assuming any data was to be found it was expected to go through the various registers,
records there could exist nothing like reportage. The process of entering records and retrieving
records would always take too much time. Another issue was that finding errors while entering
the data was difficult. It was very difficult to update the records once they were entered. The
reason for this is that there is a lot of information that needs to be kept up and remembered while
running the business. Because of this, we have provided features. The current system is partially
automated (computerized), but it is quite laborious because the same information needs to be
entered at three different places.

36
Chapter 3. Methodology

CHAPTER 3

Methodology
The purpose of the proposed system is to create a system with improved facilities. The proposed
system can address all of the flaws of the current system. The technology provides enough
security while reducing manual labor. Users, such as students, instructors, and administrators,
can create accounts and register themselves in the LMS. Courses can be created within the LMS
by teachers or administrators. This includes creating course materials, syllabi, assignments,
quizzes, and other learning resources. Individual courses offered by the LMS can be registered
for by students. They will get access to the course materials as well as the ability to track their
progress during the course. The LMS provides a platform for instructors to deliver course
content such as lectures, presentations, videos, and interactive materials. The LMS usually
includes components for participant communication and collaboration. This might include
discussion boards, chat tools, or video conferencing alternatives to improve the interaction
between students and teachers. The LMS monitors and reports on students’ progress, such as
completed tasks, grades, and overall performance. Instructors and administrators can produce
reports to track the progress of individual students or the entire class. The LMS includes
management tools for managing user accounts, course enrollments, and basic system settings.
This includes user roles and permissions, data management, and system maintenance.

37
Chapter 3. Methodology

3.1 Design Structure

We evaluated a model based on architecture design, configuration, metadata, and statistical

coefficients gathered from four Learning Management System (LMS). The tracking
Most LMS systems have a feature that is noteworthy on its own. Individuals and their Managers
and organizational management can track who has finished. What courses for promotion,
certifications, compliance, and even human? Resource issues. Furthermore, if properly backed
up, the record will be preserved indefinitely. The architecture design includes numerous
modules, such as staff modules, student Modules, registration and login pages. The design
process comprises tracking assignment status and registration. The mail delivery system
transmits emails to users. When a staff member assigns an assignment using the website, it is
registered. Learning Management systems are meant to detect training and learning gaps. Using
analytical data and reporting.

Procedure for Gathering Data

Three distinct approaches were used within the parameters of the study to gather the research
data. The Blackboard was introduced as support for the in-person Operating Systems for the first
strategy. the course was applied. Blackboard analytics was used to analyze the students' LMS
habits over 14 weeks in conjunction with in-person instruction. Throughout the course, the LMS
was only utilized as a support environment. The majority of the material that the students studied
before and after the lessons was provided on the LMS. The second method of gathering data was
using the students' GPAs from the in-person course. Students were asked the following question
via the relevant Facebook group following the analysis of the quantitative data: "Do you think
learning management systems like Blackboard used as a supportive setting during instruction
affect students' academic progress? A large amount of text data is acquired from diverse sources
such as books, papers, websites, and other written material. The data is generally vetted to verify
its quality and usefulness.

3.2 Observation
The importance of the external context was taken into account during the observation process,
taking into account factors like student demographics, usage concerns related to the program,
and hurdles encountered when using the LMS application. Next, the investigator looked at the
representation through a comparison of LMS theory and practice in the field of education to

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Chapter 3. Methodology

locate and document the necessary data.

3.3 Preprocessing

The obtained text data is subjected to preprocessing operations such as cleaning, tokenization,
and normalization. This entails deleting superfluous characters, breaking the text into individual
tokens, and converting the tokens into a standardized format preprocessed text data is utilized to
generate a training corpus. The training corpus is a huge dataset that the LMS will learn from. It's
usually organized into text chunks or sequences to offer context during training. Model training
entails feeding the training corpus into the LMS and iteratively changing the model's parameters
to minimize the discrepancy between the model's expected and actual output. This is often
accomplished through the use of techniques such as stochastic gradient descent and
backpropagation.

Fine tuning

Following the first training, certain tasks or domains may be fine-tuned. This entails training the
LMS on a smaller dataset that is closer to the intended task or topic. Fine-tuning allows the LMS
to specialize and perform better on certain tasks. The trained LMS is assessed using a variety of
metrics, including perplexity (a measure of how well the model predicts the next word in a
sequence) and human evaluation.

3.4 Deployment

Once the LMS has been sufficiently trained and evaluated, it may be used. This may entail
incorporating the model into apps, APIs, or other systems that make use of the model's language
creation capabilities. Language models are constantly updated and enhanced via iteration and
development. User and researcher feedback, as well as more training rounds, can assist improve
the model's performance, correct biases, and expand its capabilities. sequence) as well as human
inspection.

3.5 Feasibility Study

LMS platforms retain a large quantity of sensitive user data, such as personal information and
learning progress. The potential for data breaches, unauthorized access, or data leaks is a major

39
Chapter 3. Methodology

worry. Several methods can be done to mitigate this risk:

 Use robust encryption technologies to protect data transport and storage.

 Update the LMS software regularly to repair any security flaws.
 Use rigorous access restrictions, such as multi-factor authentication and role-based permissions.
 Maintain a dedicated technical support crew to resolve any issues or outages as soon as they
arise.
 Monitor system performance regularly and do load testing to detect possible bottlenecks.

User adoption and training challenges: When introducing a new LMS to an organization or
educational institution, there may be opposition or issues in user acceptance. To reduce this risk,
you can: Provide thorough training and assistance to users, including administrators, instructors,
and learners.

 Create user-friendly interfaces and straightforward navigation inside the LMS.

 Provide continuing support channels such as helpdesk services, FAQs, and user communities.
 Conduct surveys or feedback sessions to get user feedback and resolve any usability issues. To
cater to this risk, consider the following steps:
 Implement a thorough content review and approval process before posting information.
 Provide content authoring rules and templates to maintain uniformity and quality.
 Regularly update and amend course materials to reflect changes in subject matter or industry
requirements.
 Encourage user input and include options for reporting content errors or inaccuracies.

Organizations frequently utilize other software systems in addition to the LMS, such as HR
systems, student information systems, or video conferencing tools. It might be difficult to ensure
seamless integration and compatibility across various technologies. To mitigate this risk:

 Choose an LMS that supports industry integration standards such as LTI (Learning Tools
Interoperability) or API (Application Programming Interface) and collaborate with system
 manufacturers to enable seamless data sharing and interoperability.
 Before implementation, properly test integrations and keep an eye out for any compatibility
concerns.

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Chapter 3. Methodology

 Maintain comprehensive documentation and standards for system integrations to aid in

troubleshooting

41
Chapter 4. Implementation

CHAPTER 4

Implementation

4.1 The ADDIE model

The ADDIE model is one of the most common models used in the instructional design field. The
ADDIE instructional design model is used by instructional designers all over the world as part of
their planning for online, offline, or even blended learning sessions. The ADDIE model helps
instructional designers and teachers to create an efficient, and effective teaching design by
applying the processes of the ADDIE model on any instructional product. ADDIE is an acronym
for: Analyze Design, Develop, Implement and Evaluate.
Analytical Phase
This phase is known as the "Goal-Setting Stage." During this phase, the designer focuses on the
target audience. Several crucial components must be used to ensure full analysis: the audience's
learning needs, the subjects and content to be presented, and the duties involved. This phase
kicks off the project and includes a survey to gather input from users and educational experts.
This phase is crucial since it serves as the foundation for the system's design and functionalities.
Design phase
This phase establishes all goals and performance metrics. This step involves planning and
identifying resources. This phase focuses on learning objectives, content, subject matter analysis,
exercise, lesson preparation, assessment tools employed, and media selection. The approach in
this phase should be methodical, with a logical, orderly process of identifying, developing, and
evaluating planned tactics aimed at achieving the project's goals. Design the system's features
and modules, as well as its general design. Design the specific feature modules, which include
the module, workflow, and class designs

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Chapter 4. Implementation

Figure 4: Implementation

Development phase
In this step, designers utilize the data obtained in the previous two stages to construct a
programmed that will teach participants what they need to know. The Development phase
focuses on putting the analysis and design from the previous two phases into action. This
normally comprises three tasks: writing, production, and assessment. Development thus entails
the creation and testing of learning outcomes. During this phase, each feature module is
programmed and built according to the design, and the completed modules are then merged into
a functional prototype.
Implementation Phase
The implementation phase represents the program's ongoing modifications to ensure maximum
efficiency and favorable results. This is where instructional designers work to revamp, update,
and revise the course so that it may be presented efficiently. Design evaluation occurs throughout
the implementation phase and can be constantly examined for future improvement. To achieve
successful product delivery, developers must continuously analyze, rethink, and improve the
product. This step entails deploying the system in a real-world working environment, developing
learning content, and analyzing it to ensure that it fulfils the learner's goals and learning
objectives.
Phase of Evaluation
Assessing the success of learning objectives, the influence of the teaching and learning process,
and the need for adjustments and modifications for subsequent delivery are all part of this
process. The tools, resources, and activities used in instruction are also evaluated for their

43
Chapter 4. Implementation

efficacy. The system and learning materials should be assessed when the integration phase is
over to make sure the requirements' stated outcomes are achieved. This phase also involves a
summative evaluation to gauge student response to the system, learning material, system
effectiveness, and learning achievement. The data acquired at this stage will be utilized to
modify the learning materials and the system as a whole in the future as needed.
The ADDIE model is a useful tool for supporting the creation of online courses and instructional
materials. While this design model by itself is not a software development model, it can be
applied to support the design of instructional software in order to create a system that is
specifically tailored to the users' educational needs. This will increase the effectiveness of the
system by giving the instructors access to learning resources that are comparable to what they
already use.

4.2 Development Process

One of the steps in the software development life cycle is the development process and
documentation. Analysis of requirements, design, testing, and implementation are all steps in the
development process.
Analysis of Requirements
The following list of input, output, and resource requirements is included in the requirement
analysis:
Input specifications
The user must register with a username, password, department, contact, and email. The user can
log in with their registered username and password after registering.
Output specifications
The project's output needs include managing user and assignment details, as well as having an
admin respond to user complaints and provide solutions.
Resources needed
After analyzing the system's hardware and software requirements, the necessary configuration is
listed below. The project's software needs are as follows.

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Chapter 4. Implementation

Developing Tools
Table 4 Developing Tools

RAM
8GB

Tool Visual Studio,Notepad

Operating System Windows, Linux, Xampp,PHPmyadmin

Data Base SQL

Browser opera or chrome

Development Languages PHP, AJAX, JavaScript, jQuery HTML, CSS.

System Design
The design explains the overall architecture of the project, workflow of the project, data flow of
the project and also the various modules of the project.
Architectural design
The structure of the developed system, its various components and external features and the conn
ections between them show thatstudents can enter the application and view or download the infor
mation, videos and assignment.

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Chapter 4. Implementation

Figure 2.1:Architecture Diagram

4.3 Development tool

Visual Studio Code
One of the most widely used code editors for software developers nowadays is Visual Studio
Code, a free cross-platform source code editor that Microsoft released in April 2015. VS-code,
also frequently referred to as Visual Studio Code, is a lightweight editor that is compatible with
nearly all programming and scripting languages. Many features are pre-installed in Visual Studio
Code, including code refactoring, intelligent code completion, syntax highlighting, snippets,
embedded version control support (such as Git), and debugging help. Visual Studio Code has a
tonne of built-in capabilities, but users can also download and install extensions to make it far
more functional and user-friendly. Furthermore, Visual Studio Code is multilingual; English is
the default language, although other language packs can be downloaded from the extension
marketplace.

MySQL
One of the most widely used database management systems for software development nowadays
is MySQL, a free and open-source relational database management system. The MySQL
database system is fundamentally a client/server system that facilitates the creation,
management, and upkeep of relational databases using the SQL language through a variety of
client programmes and administration tools. A vast array of application programming interfaces

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Chapter 4. Implementation

and comprehensive library support are also features of MySQL, which is compatible with many
different operating systems. With MySQL, developers and users can work with a quick,
dependable, scalable, and user-friendly database solution that is compatible with a wide range of
systems and design architectures. In addition to working with several third-party database
administration tools like phpMyAdmin, MySQL Workbench, and Navicat, the MySQL server
may be managed using a command line interface. An business version of the server is also
available, and it is utilized in big enterprise systems. MySQL serves as the back-end database for
numerous well-known web applications and content management systems, including Drupal,
Joomla, and WordPress. It is a part of the LAMP and WAMP software development stacks.
Cross-platform compatibility, stored procedures, triggers, updatable views, SSL support, query
caching, integrated replication, Unicode compatibility, and online Data Definition Language
(DDL) when utilizing the InnoDB storage engine are just a few of MySQL's features.
PhpMyAdmin
A portable web programmed developed in PHP, phpMyAdmin is a free, open-source database
administration tool for MySQL. It offers users a graphical web interface for managing and
administering MySQL databases. One of the most widely used MySQL administration tools
these days is phpMyAdmin, particularly for web hosting services. In fact, many web hosting
platforms come with phpMyAdmin pre-installed in the control panel. A MySQL database may
be easily and quickly administered with the help of phpMyAdmin, which is straightforward to
install and has many capabilities. Included features include things like: support for multiple
server administration, numerous file format import and export, and MySQL and MariaDB
support. Users of phpMyAdmin can also create, edit, remove, and query databases using the
command line or graphical tools. Creating visualizations of your database layout in many forms,
using Query-by-example (QBE) to generate complex queries, searching a database worldwide or
just a section of it, and live charts to track MySQL server activity are other features.

XMAPP
Apache created XAMPP, a free open-source platform-independent web server solution. The
abbreviation XAMPP stands for Apache (A), Perl (P), PHP (P), MariaDB (M), and cross-
platform (X). The HTTP Server, MariaDB database, and PHP and Perl interpreters make up the
majority of it. A lightweight Apache distribution called XAMPP enables programmers to set up a
local web server for web application development and testing. Before moving to a live server,

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developers can use XAMPP, a development tool, to deploy and test web projects using a locally
installed WAMP or LAMP stack. The whole set of XAMPP comprises: Apache web server,
MySQL, a php interpreter, MiniPerl, OpenSSL, phpMyAdmin, XAMPP Control Panel,
Webalizer web log analysis software, Mercury Mail Transport System, FileZilla FTP Server,
SQLite, ADODB, Zend Optimizer, XAMPP Security and Apache Tomcat.

4.5 Development Languages and Frameworks

PHP
The abbreviation PHP stands for recursive initialism. PHP, or Hypertext Preprocessor, is a
popular free, open-source general-purpose scripting language. PHP is ideal for web application
development since it can be used as a server-side scripting language. PHP supports a variety of
programming paradigms, including imperative, functional, object-oriented, procedural, and
reflective. PHP is an interpreted language, hence code written in PHP is often processed on a
web server by a PHP interpreter, which is an application included with the PHP installation that
transforms PHP code to HTML or another format. This distinguishes PHP from client-side
scripting languages like JavaScript, which are often executed within the client's browser. The
result of the executed PHP script is then transferred and shown to the client; web servers can also
be set to process all HTML files with PHP, resulting in smooth content delivery without the
client being aware of the underlying code. PHP is simple to learn and very versatile, providing
many advanced features to both rookie and professional software developers. PHP, in addition to
being a server-side scripting language, may be used for command-line scripting, and certain
advanced features enable the creation of desktop programmed using PHP.
AJAX
Asynchronous JavaScript and XML or commonly known as AJAX does not refer to a specific
technology but describe a set of development techniques used for developing dynamic websites
and web applications [19]. AJAX is primarily used to asynchronously update web content which
in turns allows web applications to appear, behave and function more like traditional desktop
applications. The functionality provided by AJAX allows web applications to only load the
required content without the need to reload the entire web page when only a small portion of
content on the page needs to change [19]. The two main components of AJAX are JavaScript and
XML, through the use of the XML Http Request object; a W3C open standard API used for

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fetching web resources. Web applications can use the XML Http Request API to fetch data
asynchronously; when an event is triggered, JavaScript generates an XML Http Request object,
which subsequently sends data in XML format between a web browser and a web server. The
XML Http Request object performs a typical HTTP POST or GET request to the web server to
update page data, then returns control to the client. The server processes the request, generates a
response on the server-side, and returns it to the browser, which uses JavaScript to process the
response and display it as updated content. While the HTTP request is being handled on the
server, the web application can continue to function normally without waiting for the response.
This callback architecture in AJAX is comparable to the operating system's use of interrupt
handlers.
jQuery
jQuery is an open-source JavaScript library for creating dynamic web pages and web
applications. jQuery is one of the most popular JavaScript libraries used in web development
today; it includes numerous important features that allow developers to easily do a wide range of
jobs, from simple to sophisticated. jQuery simplifies accessing HTML file elements and
navigating the HTML DOM (i.e. Document Object Model) by providing a simple yet robust
way; using jQuery, data from a specific area of the HTML file may be selected, inspected,
retrieved, and manipulated more easily. jQuery simplifies the implementation of CSS and CSS
animations; additionally, it allows developers to change the classes or specific styles applied to
an HTML file even after the page has been generated. CSS may be applied more dynamically
using jQuery, ensuring that the content has a consistent look and feel across different browsers.
Furthermore, animations that provide visual feedback to the user can considerably increase the
interactivity of a web page; effects such as fades and wipes can be used to improve the user
experience. jQuery makes it easier to retrieve information from a web server since it supports
AJAX, which allows you to retrieve information from the server and update page content
without refreshing the entire page. jQuery provides a layer of abstraction that enables developers
to focus on the server-side functionality without having to take into consideration the complexity
and standards of different browsers. Additional features of jQuery include: event handling, JSON
parsing, utilities such as feature detection, extensibility through plug-ins and cross browser
support.
Bootstrap

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Bootstrap is a free open-source web development framework that allows web developers to
generate enhanced, visually appealing web content by leveraging a library of pre-built CSS
templates. Bootstrap is generally used to create responsive mobile-first (a web design method
that ensures web pages render well on a wide range of device screen sizes, particularly mobile
devices) front-end web designs. It comprises of CSS and JavaScript design templates that may be
applied to buttons, forms, icons, layout, navigation, pagination, and other front-end interface
elements. Originally launched in 2014, Bootstrap is now one of the most popular open-source
projects on GitHub, and it is utilised by many front-end web designers to simplify front-end web
development. The Bootstrap framework is simple to use and integrate into a project, extensively
documented, and allows developers to add their own customisations, giving them more control
over the appearance and feel of web content.
System Development
This chapter details the system's development as well as the implementation of the many
modules and sub-modules. The primary feature modules are discussed, and a quick description
of the many options and linkages is provided, along with a screenshot of the completed prototype
and code snippets from the function's modules.

4.6 Login Module

The Learning Management System is based on the web application architecture; therefore, the
user is not required to install any software at the client end; the user just enters the URL of the
LMS into the browser gains access to the Login page.
Before the user gains access to the system the user has to enter a username and password;
according to the password entered the user will be directed to either the student’s interface or the
instructor’s interface.
The main login page also provides the ability to register a new user account for both teachers and
students as well as the basic public information about the system and university.
The Administrator's login page is located on a separate page from the main login page; it is
accessed by adding a forward slash and the word admin (admin) to the end of the URL. The
administrator's login page is not as graphically appealing as the main login page; however, it
allows the admin users to enter the administrator's interface.

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Figure 4.2:Admin Login

4.7 Administrator Module

The administrator module which contains the administrator's interface allows the administrator to
perform various administrative functions previously stated in the requirements analysis. After the
administrator successfully logs in, the admin user is redirected to the administrator control panel
which provides the necessary tools and options to perform administrative functions.
To the left of the administrator interface is the administrative sidebar which contains links to the
different sub-modules and functions that they perform. The top most like is the link to the
dashboard which displays a graphical summary of the number of teachers indicating the number
of active teachers, the number of students indicating the number of registered students.
The number of classes, subjects and downloadable files are also displayed to the administrator.
This feature was made possible by utilizing the easy pie chart JavaScript plugin; which is a free
lightweight plugin used to draw simple, animated pie charts for single values.
The following three links; Admin Users, Teachers and Students are part of the user management
sub-module. These options allow the administrator to perform user management for the three
user roles permitted` by the web application. The actions allowed are adding new users, editing
the user information and deleting the users.
The following six options in the sidebar: Classes, Subjects, Downloadable Materials, Uploaded
Assignments and Content; are part of the college information management sub-module. These
options allow the administrator to manage (i.e. enter, update and delete) the information
regarding the college, classes and subjects. This sub-module also allows the administrator to
view and monitor the learning content and assignments uploaded by the teachers. The content
option allows the administrator to publish additional information regarding college events and

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notifications; the information published is accessible to all.

The following four options are an extension of the user management sub-module; they allow the
administrator to view the users logs of both students and teacher as well as view the activity logs
of other administrative users. The activity log option is a security feature as it records any
changes made in the administrative interface which may serve as a reference if there is any
unusual changes to either the user or college information. The last two options which are the
college year and Calendar of Events; they allow the administrator to enter the college year and
publish announcements regarding upcoming college events respectively.

Dashboard

Figure4.3:Admin Dashboard

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Subjects

Figure 4.4:Add Subject

Class

Figure 4.5:Add Class

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Admin Users

Figure 4.6: Admin User

Department

Figure 4.7:Add Department

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Students

Figure 4.8:Add Student

Teachers

Figure 4.9: Add Teacher

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Downloadable Materials

Figure 4.10: Download Material

Content

Figure 4.11: Add Content

User log

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Figure 4.12: User Log

School Year

Figure 4.13:School Year

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Calendar of Events

Figure 4.14:Calendar of Events:

4.8 The Instructor Module

The instructor module contains the instructor interface allows instructors to perform the required
tasks to engage students in learning as stated in the requirements analysis. After the instructor
successfully logs in, the instructor is redirected to the teacher dashboard which contains the
teacher control panel.
On the left-hand side of the teacher dashboard is the teacher sidebar which provides the
instructor with a number of options as links to perform the various tasks. At the top of the
sidebar is the My Class option which displays the number of classes that the instructor currently
teaches, the following option; Notification option which allows the teacher to view notifications
about submitted assignments and completed quizzes. The following option Message allows the
instructor to send messages to students and other instructors, the next option below is the teacher
backpack, this is the instructor's personal repository of files; uploaded files can be added to the
teacher backpack. The following two options are part of the learning content sub-module they
are: the Add Downloadable option allows the instructor to upload learning content which can be
viewed and downloaded by the students; the Add Announcements option which allows the
instructor to publish announcements to students.

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The add assignments option which allows the creation of assignments and the Quiz option that
allows the instructor to create quizzes are part of the student assessment sub-module. Finally, the
shared Files displays the list of files showed by the instructor.

My Class

Figure 4.15:Add Class

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My students

Figure 4.16: Add Class

Subject Overview

Figure 4.17:Subject overview

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Downloadable Material

Figure 4.18:Downloadable Material

Assignments

Figure 4.19:Assignments

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Announcements

Figure 4.20:Announcements

Class Calendar

Figure 4.21:Class Calendar

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Quiz

Figure 4.2:Quiz

Notification

Figure 4.23: Notification

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Message

Figure 4.24: Message

Add Class Announcements

Figure 4.25:Add Class Announcements

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Add Downloadable

Figure 4.26:Downloadable

Add Announcement

Figure 4.27:Add Announcement

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Add Assignment

Figure 4.28:Add Assignment

Quiz

Figure 4.29:Quiz

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Result

Figure 4.30:Result

4.9 The Student Module

The student module contains the student interface which allows the student to login, view the
learning content, download assignments and learning materials, submit assignments and take
quizzes. Students can also send messages to other students and instructors and view the class
calendar. The student module comprises of the Assignment sub-module, the Learning Content
sub-module and the Quiz sub-module.
When the student successfully logs in, the student is redirected to the student dashboard. In the
student dashboard a number of options are presented to the student on the left sidebar. These
options are the My Class option which displays a list of classes or courses that the student is
currently enrolled in, The Notification option which allows the student to view notification and
announcements, the Message options which allows the student to send and receive messages and
the Backpack option which is the student's personal file repository. The student module My
Class option displaying the list of classes that the student is currently enrolled in.

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My Class

Figure4.31: My Class

Notification

Figure 4.32:Notification

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My Classmates

Figure 4.33: Classmates

My Progress

Figure 4.34:My Progress

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Subject Overview

Figure 4.35:Subject Overview

Downloadable Material

Figure 4.36:Downloadable Material

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Assignments

Figure 4.37:Assignment

Announcements

Figure 4.38:Announcements

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Class Calendar

Figure 4.39:Class Calendar

Quiz

Figure 4.40:Quiz

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The Design of the Database Tables

According to the FDD model's design by feature principle; the database tables were designed
according to the data requirements of the main feature modules. Each of the feature modules
required access to specific data tables in order to accomplish their required functions. the
following section gives a description on the design of the required data tables for each feature
module.
Data Tables Required for User Management
The User Management Sub-module responsible for handling user account information which
allows the user to login and perform the tasks allowed by their user role. Additionally, this Sub-
module is also responsible for managing the user log information.
The Administrator Table
The administrator table saves the information about the Administrator user account such as their
name, username and password. The Administrator table is shown below:

The data description of the Administrator table.

Table 4.1: Description of Administrator Table

The Administrator Table (admin)

Column Name Datatype Null Description

user_id INT (11) NO Primary key, used to identify the
ad-
min user.

firstname VARCHAR (100) NO The administrator's first name.

lastname VARCHAR (100) NO The administrator's surname.
username VARCHAR (100) NO The administrator's username.

password VARCHAR (100) NO The administrator's password.

The Administrator Log Table

This table includes the information required for the administrator user logs. This in cludes: the
login and logout times as well as the username and ID which can be used to identify the admin
user.

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The data description of the Administrator log table

Table 4.2: Description Administration Log Table

The Administrator Log Table

Column Name Datatype Null Description

log_id INT (11) NO Primary key, used to identify the
ad-
min user log.
username VARCHAR NO The username of the
(100) administrator
who logged in.
login_time TIMESTAMP NO The time the administrator
logged in.
logout_time TIMESTAMP NO The time the administrator
logged out.
user_id INT (11) NO Foreign key linking to the
Administra-
tor table- user_id field; used to
record the ID of the
administrator logged.

The Instructor Table

The instructor table saves the information about the instructor user account such as their name,
username, password and other user account details. The instructor table also saves information
which is related to the instructor user role which includes: the school the instructor is assigned to
and the teacher's status.

The data description of the Instructor table

Table 4.3: Description of Instructor Table

The Instructor Table (teacher)

Column Name Datatype Null Description
teacher_id INT (11) NO Primary key, used to identify the
instructor.
firstname VARCHAR YES The instructor's first name.
(100)
lastname VARCHAR YES The instructor's surname.
(100)
username VARCHAR NO The instructor's username.
(100)

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password VARCHAR NO The instructor's password.

(100)
school_id INT (11) YES Foreign key linking to the School
table- school_id field; this field provided
a reference to the school the instructor
belongs to.
picture VARCHAR YES The file path to the instructor's avatar.
(100)
about VARCHAR YES A brief introduction about the instruc-
(100) tor.
teacher_status INT (11) NO Foreign key linking to the
teacher_status table- status_id field; this
provides a reference to the instructor's
status.

The Instructor Log Table

The instructor log table saves the information required for the instructor user logs. This includes:
the login and logout times as well as the username and ID which can be used to identify the
instructor.
The data description of the Instructor Log Table
Table 4.4: Description of Instructor Log Table

The Instructor Log Table (teacher_log)

Column Name Datatype Null Description

log_id INT (11) NO Primary key, used to identify

the log
record.

username VARCHAR (100) YES The instructor's name.

login_time TIMESTAMP YES The login time of the

instructor.

logout_time TIMESTAMP YES The logout time of the

instructor.

teacher_id INT (11) NO Foreign key linking to the

teacher table- teacher_id field;
this provides a reference to the

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instructor's ID.

The student Table

The student table saves the information about the student user account such as their name,
username, password and other user account details. The student table also saves information
which is related to the student user role which includes: the class the student is assigned to and
the student's status.

The data description of the student Table

Table 4.5: Description of Student Table

The Student Table (student)

Column Name Datatype Null Description

student_id INT (11) NO Primary key; used to identify the stu-

dent.

firstname VARCHAR NO The student's first name.

(100)

lastname VARCHAR NO The student's surname.

(100)

username VARCHAR NO The student's username.

(100)

password VARCHAR NO The student's password.

(100)

class_id INT (11) YES Foreign key linking to the Class table-
class_id field; this field provided a
reference to the class the student
belongs to.

picture VARCHAR YES The file path to the student's avatar.

(100)

status INT (11) NO Foreign key linking to the stu-

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dent_status table- status_id field; this

provides a reference to the students's
status.

The Student Log Table

The student log table saves the information required for the student user logs. This includes: the
login and logout times as well as the username and ID which can be used to identify the student.

The data description of the Student Log table.

Table 4.6: Description of Student Log Table

The Student Log Table (student_log)

Column Name Datatype Null Description

log_id INT (11) NO Primary key, used to identify

the log
record.

username VARCHAR (100) YES The students's name.

login_time TIMESTAMP YES The login time of the student.

logout_time TIMESTAMP YES The logout time of the student.

student_id INT (11) NO Foreign key linking to the

student table- student_id field;
this provides a reference to the
student's ID

REQUIREMENTS ANALYSIS

In software engineering, establishing and defining a set of software requirements are essential
as they are used to guide the design and development processes. The process of obtaining and
specifying the requirements from the stakeholders is known as requirements engineering. The
requirements engineering process involves eliciting a number of possible software
requirements from the stakeholders, elaborating and redefining each of the requirements

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obtained in a manner that is both easily understood by the stakeholders and developers. The
next step is to specify each of the requirements and verifying that these requirements are
necessary for domain specific objectives that the software system needs to achieve. The final
step is the validation of the requirements to ensure that they are no inconsistencies or
conflicting views regarding the requirements and that each of the requirements are achievable.
In this chapter, we discuss the survey conducted, the research methods utilized and the
analysis of the data in order to create an overall solution model along with a list of features
which are required for a functional system prototype. Additionally, a project schedule is
developed to guide the upcoming design and development phases. This is chapter
accomplishes the integrated ADDIE-FDD model's FDD sub-processes: Gather System
Requirements, build an overall model, build a features list and plan by feature respectively.
Overall Description
As described in the previous chapter, the main functions of a Learning Management System
are: course content design and publishing, evaluation, assessment, communication and record
keeping. These basic functions were validated by stakeholders during the interviews. To
accomplish this, the proposed LMS includes the following: An administrative module to
administer users and enter the relevant information into the system, an instructor module which
will allow instructors to administer classes and perform teaching tasks and a student module to
allow students to engage in learning activities.
Each of the modules would be pared to the different roles of the users supported by the system
which are: Administrators, Instructors, and Students. In each module, an interface would be
created to enable the users to accomplish the required tasks which are relevant to their specific
user role.
Overall Solution Model
Based on the overall description stated in the previous section of this chapter, an overall solution
model was developed which outlines the required modules and basic features of the system.
This was done by first identifying the necessary tasks that are to be performed by each of the
three modules and then mapping these tasks as features of each module.

To further elaborate the solution model, an overall system use case diagram was developed
showing the different users of the system as actors and the tasks or functions to be performed

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by each user and their assigned roles.

The overall use case diagram shows a better description of the different functions to be
performed by each of the user roles and additional supporting functions that the system is
required to perform automatically.
System features
The next step in the analysis phase of the integrated ADDIE-FDD model is to create a features
list, using the overall solution model shown in a list of features was developed, prioritized
according to their importance to the overall functionality, and classified by the user role which
will require the feature. The features are essentially the functional requirements of the system
each of which is an important module or function that needs to be developed and integrated into
the working prototype of the system.

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Figure 4.40::LMS Conception

Use case Analysis

To further elaborate and highlight the activities performed by each of the three user roles
a use case analysis was performed.

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List of required supporting functions performed by the system

Table 4.7: List of required supporting functions performed by the system.

Feature Priority Actions and tasks performed

Log User Activity Medium • Record user login time.
• Record user Logout time.
• Record administrator action.
Grade Quizzes High Automatically Grade Quizzes
Authenticate User Login High • Validate the user's Username and
Password.
• Authenticate user login

The Administrator's Role

The administrator role to which the administrator's interface is parred has the most privileges as
it will allow administrators to perform several administrative tasks. Administrators can create
and edit user accounts for both teachers and students as well as enter classes, subjects, and their
relevant information into the system. Administrators can also view the log activity of users such
as their login and logout times.

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Chapter 4. Implementation

Figure 4.41:Administration Role

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Chapter 4. Implementation

Figure 3Student Role

Figure 4.42::Student Role

The Student Role

The student module which is paired with the student's interface will allow students to view the
learning material, read and submit assignments as well as take part in quizzes. The student's
interface will also allow students to communicate with other students and teachers. The
Student
Non-functional Requirements
Non-functional requirements are additional attributes, constraints or functions that are added to
a software system to improve either the performance, quality and or security [14]. These
additional functions are sometimes overlooked by the stakeholders and users during the
elicitation of the system requirements, however without them developing quality fault-tolerant

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Chapter 4. Implementation

software would be an extremely difficult task.

During the requirements analysis two non-functional requirements were identified, these are:
a. User Profile Avatar: Both teachers and students can upload a profile picture or avatar
which will be used to better identify them during classes and to also enhance the overall
user experience. Teachers and students also can change their avatars at any time.
b. Change User Password: When using a password protected system, it I essential that users
have the ability to change their login password; this might be due to the user's password
being compromised or the user choosing a stronger more secure password.

Figure 4Instructor Role

Figure4.43: Instructor Role

The Instructor Role

The instructor or teacher module which is parred with the instructor's interface allows the

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teachers to create and upload course content, create and administer quizzes, create
assignments, and assign them to classes. The instructor interface should also allow instructors
to communicate with students and other instructors. Additional functions performed by the
administrator interface include creating announcements and uploading additional resources to
students.
Data Requirements
In-order to support the features and functions listed in table 4.5 and the supporting functions in
table 4.6 a database will be required to provide storage and retrieval functionality. The database
will be required to save the following information:
1. User Information such as the user's name, Username, Password, user role, etc.
2. Teacher Information such as the teacher's name, school, login information, classes, etc.
3. Student Information such as the student's name, class, login information, student status, and
grades.
4. Class Information the event information about the classes.
5. School Information relevant information about the school such as the name, principal, etc.
6. Subject Information, this includes the subject name, subject code, and other relevant
information.
7. Assignment and Quiz Information, the relevant assignments and quizzes such as the name
of the assignment, the name of the quiz, the quiz questions, etc.
8. File Information, the relevant information of the files uploaded by both teachers and
students; assignments and learning materials such as the file name, description, and file
location.
To meet the needs meet the data needs of the system a MySQL database will be designed and
implemented as the main database of the system. further details of the database will be
discussed and explained in chapter four of this report.
Security Requirements
Security is an essential part of computer software requirements engineering, especially
software that manages large amounts of sensitive information. In the case of a Learning
Management System the information managed is very sensitive as it includes user's personal
information, student's academic records and school information.

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The basic security requirement of the LMS is user rights assignment; this ensures that users of
the system have access only to information that their respective user role permits them to
access therefore preventing any unauthorized access and modification of school or student
assessment information.
The LMS should be able to log the users access to the system, which includes the login time
and logout times; as this will provide a record of the times each user accessed the system.
Additionally, the activity of the administrator account should also be logged; these activities
include the creation and modification of user accounts, modifications made to the school
events calendar and school information. A log of the administrators 'activity will provide a
record of which changes were made by a particular admin user and the time these changes
were made. In the event of any inconsistencies with user or school information, the activity log
can be referenced to verify that information reflects the activity of a legitimate administrator
account.
The users of the LMS should also be required to create strong secure passwords which can be
easily remembered. In the event that a user forgets his or her password the system should also
include a password recovery module to help users recover lost or forgotten passwords.
Finally, the LMS sends information between the client and server over the internet; this can
pose a significant threat as the information can be captured and or modified by a third party.
To mitigate this threat, it is recommended that server-side SSL security be implemented as this
will ensure that the system is safe from malicious users and intrusion attacks.

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Summary

Summary
Information and communication technology today is responsible for playing a major role in the
development of many smaller developing countries by addressing and providing solutions to
problems faced in daily life. These technical advancements and developments are not limited to
E-Commerce but also in the field of education and social development. The Covid-19 pandemic
and the measures which were subsequently adopted to curb the spread and control the rate of
infection has inadvertently exposed much inefficiency in many sectors of small developing
Caribbean nations such as Grenada. This was the spark that led to the inception of a software
solution in the form of an Online Learning Management System in secondary schools, though it
may be just a small step but may prove effective in addressing some of the issues and
inefficiencies related to education in Grenada.

The main objective of this Project was to design and develop a new Learning Management
System for secondary schools in the country of Grenada. A subsequent review of the literature on
Learning Management Systems; helped to better understand its core functions, features, user
requirements and specifications. The literature review also provided better apprehension of the
role of technology in the education and the different applications of educational technology; as
well as a more in-depth comprehension of the modern approach to the teaching and learning
processes as well as the different teaching and learning styles used by institutions and educators
in developed countries. The literature review also explored the web application; the features,
functionalities and capabilities as well as the different web application architectures used in
modern web development. Additionally, a brief review of the different programming languages,
frameworks and software tools used was done which allowed a more in-depth grasp of the
features and capabilities of said languages and frameworks and how these features can be used in
an efficient manner to develop a web application as a prototype for the LMS.

Involving students, teachers and other stakeholder was undertaken in order to better understand
and validate the both the requirements and specifications of the learning platform; as well as to
ascertain the implications, impacts on the stakeholders and users and also to discover the overall
opinions, concerns and recommendations as it relates to introducing the new LMS Conception to
secondary schools. However, it also revealed a number of issues such as some teachers may lack

87
Summary

technical expertise and experience in using learning technology. Subsequently further analysis of
the findings lead to the decision to implement the integrated ADDIE-FDD model as the chosen
software development model; which is an integration of the instructional design model ADDIE
and the Agile software development model Feature Driven Design FDD. This design model was
chosen because it not only incorporates instructional design to the Agile, Object Oriented FDD
model but also the ADDIE model is one of the more widely used standardized instructional
design models used for designing online learning content. The Analysis, Design and
Development phases were applied in the creation of the new LMS. The system was realized by
using PHP as the main development language, the user interface was developed using a
combination of dynamic HTML (i.e. HTML, CSS and JavaScript) embedded in PHP. The data
operations were implemented using a combination of AJAX and PHP

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Chapter 5. Conclusion

CHAPTER 5

Conclusion

Learning Management System Conception, was able satisfy all of the system and user
requirements established in the requirements analysis.
The completed modules of the system include the Administrator module, the instructor module
and the Student module. In the Administrator module, the admin user can login, create, delete
and modify user accounts for all the three user roles supported by the system. The admin user
can also enter and modify school information such as subjects, classes and school calendar
events. Additionally, the admin user can also view the user logs and admin activity logs and view
the list of files uploaded by instructors.
The instructor module allows the instructors to login, upload downloadable learning content,
upload assignments, grade assignments and create and administer quizzes. The instructors can
also create a class of students add and remove students from classes and also publish
announcements and class calendar events. Additionally, the instructors can create and send
messages to other instructors and students. The student module allows the students to login, enter
their respective classes, download and read learning content, submit assignments, take quizzes
and view grades. Additionally, students can create and send messages to other students and
instructors, copy files to their personal file repository and view class and school calendar events.
The new LMS also includes a mobile first responsive web user inter face which is not only user
friendly but also ensures that all users and their different devices are catered for. In concluding
the overall functionality of the LMS is more than capable of meeting the objectives of this
research; however, due to geographical limitations the overall effectiveness and impact of the
system cannot be evaluated at this point in time.

89
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