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INTRODUCTION
Background to the study
In recent years, e-learning system has become a promising technology for
educational purposes. These revolutions are rapidly reaching into maturity, and
their deployment provides a fully probability for the new patterns of work, life,
and play in both academic and professional environments. Several studies have
noted that e-learning allows learners to take lessons in their own pace, expend
times in their own choosing, and in sequence that they prefer. Moreover, elearning system now can combine with ubiquitous computing and mobile
technologies to provide much broader scope for innovative learning experiences
that can take place in a variety of outdoor and indoor settings (Anglin,2006).
Thus, through the novel technologies and the network connectivity, e-learning
enables learners to interact simultaneously with both the physical world and
digital information for a new way of thinking and operating.
According to Haw and Hadfield (2011), E-learning refers to the use of
various kinds of electronic media and information and communication
technologies (ICT) in education. E-learning is an inclusive terminology that
encompasses all forms of educational technology that electronically or
technologically support learning and teaching. Depending on whether a particular
aspect, component or delivery method is given emphasis, e-learning may be
termed technology-enhanced learning (TEL), computer-based training (CBT),
internet-based training (IBT), web-based training (WBT), online education,
virtual education, or digital educational collaboration.
E-learning includes numerous types of media that deliver text, audio, images,
animation, and streaming video, and includes technology applications and
processes such as audio or video tape, satellite TV, CD-ROM, and computerbased learning, as well as local intranet/extranet and web-based learning.
Information and communication systems, whether free-standing or based on
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either local networks or the Internet in networked learning, underlay many elearning processes. E-learning can occur in or out of the classroom. It can be
self-paced, asynchronous learning or may be instructor-led, synchronous
learning. E-learning is suited to distance learning and flexible learning, but it
can also be used in conjunction with face-to-face teaching, in which case the
term blended learning is commonly used.
Statement of problem
Bernard Luskin advocates that the "e" should be interpreted to mean "exciting,
energetic, enthusiastic, emotional, extended, excellent, and educational" in
addition to "electronic." This broad interpretation focuses on new applications
and developments, and also brings learning and media psychology into
consideration.
The worldwide e-learning industry was estimated to be over $48 billion in
2000 according to conservative estimates. Developments in internet and
multimedia technologies are the basic enabler of e-learning, with consulting,
content, technologies, services and support being identified as the five key
sectors of the e-learning industry. Information and communication technologies
(ICT) are used extensively by young people.
E-learning has given people in college accessibility to data, wherever one
looks data of e-learning is there, there are many different sometimes mobile
devices as well as their many ways that these benefit people around the globe
anytime, anywhere access to data. This can improve interactions between
students and their instructors for their classes, this can allow students with tools
which they can use for different purposes and use independently supports
problem base actions(Bailey, Tettegah, & Bradley, 2006; Moreno & OrteganoLayne, 2007; Tettegah, 2005). There are also ways that it can deter people from
actually learning as pointed out, it may make it easier to chat taking someone
away from learning and into talking to someone through Face book it also gives
them the ability to cheat through online test and quizzes having the ability to look
for the answer using Google it always a possibility. This also can give tech-savvy
students an advantage over non-technical students. Over all e-learning through
technology will most likely be seen more and more in todays college
environment. Approaches to e-learning require a focus on students providing
them with tools to support their shared activities and problem based
activities(Good & Brophy, 1997).
CHAPTER TWO
LITERATURE REVIEW
Visual Representation
Visual representations are maps, charts, diagrams, static graphics, computer
animations, hypertext and multimedia that are incorporated into instruction.
Visual representations relate to the components of the subject matter (Goodman,
1968). They show a spatial relation and may refer to the concrete objects and
real-world relations, or, by analogy, to abstract concepts and conceptual relations
(Winn, 1989).Maps is an example of the former, which refers to the real-world
relations. The real territory, such as buildings, mountains and lakes, describes
them. For useful navigation, they are reduced in scale and correspond to the
virtual distances among the features of the territory (Schlichtmann, 1985).
Diagrams often illustrate abstract domains of reference (Winn, 1989). Charts
represent the procedural steps and exclude physical objects. The joining lines
help create a sequence of the steps. Animation refers to a series of computer
screens that illustrate movement (Hannafin & Rieber, 1989).
Animation provides visual and spatial information. Hypermedia, characterized as
a generic term covering hypertext, multimedia, and related applications,
involves the chunking of information into nodes that could be selected
dynamically (Dillon & Gabbard, 1998). Multimedia corresponds to using more
than one sense modality (Mayer & Sims, 1994). Multimedia learning occurs
when students utilize information presented in two or more modalities such as
visually presented animation and verbally presented narration to construct
knowledge (Mayer & Sims, 1994). Generally people understand the information
presented by the visuals better; it is well said "a picture is worth a thousand
words. Understanding occurs when a visual interacts with the psychological
process active in the person who receives it (Salomon, 1979). It requires that
Juan ChanLin, 2000). Furthermore, animation is one such component which can
be part of computer based instruction and which cannot be combined with any
other media (Rieber,1990). Animation adds two unique components as compared
to the static graphic motion and trajectory (Klien, 1987). Animated visuals
explain the visual and spatial information when these two components are used
effectively. The pace of animations, when controlled by the learners, allows the
users to view the motion and replay as many times as desired.
This series of actions allows students to explore the different strings of actions
(Klein, 1985). Through computer-based instruction, a student constantly creates,
manipulates, and interacts within a dynamic conversation of his own creation.
S/he constructs mental models (Klein, 1985). Other information delivery media
have important similarities and distinctions that may make a difference for the
learner. Animations are created symbols which differentiate the real life events
but create an opportunity for the learner to interact and move from being a
passive information receiver to an active interact or (Klein, 1985). Animation and
simulation features have been used in engineering (Wozny, 1978), physics
(diSessa, 1982) and mathematics (Hooper, 1982; Wegman, 1974). These have
made effective contribution to instruction by conveying the information through
the help of its interactivity and special effects (Hellet, 1999).
There are many variables which can affect learning with Wyzts Playground, a
multimedia tool, was created for animation research in fourth grade mathematics.
This tool emulates and simulates the real-life scenario of building a playground,
and creates an environment that engages the students in active learning (Johnson
& Neil- Jones, 1999). This study used interactive videodiscs to discover the
nature and proportion of the different learning activities exhibited by group 12-13
year old student to ascertain that the repeated use of disc improved their problem
solving skills. The study found that well designed applications could enhance
learning (Blissett & Atkins, 1993). Reports by Hamel & Ryan-Jones (1997)
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reviewed the use of state of the art graphic and animation for instructional
material, and laid a set of guidelines for using interactive graphics:
Interactive graphics, especially 3-D graphics, views the object in ways that
enhance
three dimensional interpretations by producing more accurate depth information.
It directs attention to important parts of the objects.
It uses interactive graphics, with hints on viewing strategies.
It presents procedures that enhance visual learning.
It includes practice of the procedure in the instructional sequence.
Theoretical Framework and Review of Relevant Literature
The theoretical framework for this study was grounded in Banduras (1986)
social cognitive theory of learning. He points out in his discussion that modeling
is the most common mode of learning new behaviors. The learning may take
varied forms, including new behavior patterns, judgmental standards, cognitive
competencies, and generative rules for creating behaviors (p. 49). Moreno and
Ortegano-Layne (2007) supported this view by noting that people learn from
directly observing (real) people as well as by indirectly observing people in real
or fictitious situations like motion pictures, television, plays, and books. Previous
research has indicated that preservice teachers have chosen classroom scenarios
as their preferred method of instruction over more traditional teacher education
methods.
According to experiential models of learning, when students are presented with a
classroom scenario demonstrating how the learned principles can be applied to
the teaching practice, relevant aspects of the scenario are selected by matching
the encoded principles with observed/described classroom behaviors and the
example is integrated with students past experiential knowledge. (Moreno &
Ortegano-Layne, 2007, p. 452) In addition, students are more likely to apply
theoretical knowledge in future situations when they are presented with authentic
classroom situations in narrative, video, or animation ( Bransford & Schwartz,
1999). Goldman, Pea, Barron, and Derry (2007) presented theoretical
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frameworks for conducting video research with the major emphasis on collecting
and selecting video data for research that would extend our way of knowing
about and sharing learning, teaching, and educational processes (p. ix).
Advancing technologies enable educators to capture more of the complexity in
classrooms with the challenge of fairly presenting the underlying representations
(Miller & Zbou, 2007).
However, researchers must ensure that the representations are accurate by relying
on expert opinion or coding of specific behaviors (Goldman et al., 2007). The
research study described in this paper focused on the blending of current teaching
and learning theory with technology advances in the form of computer animation
vignettes to make lessons more effective and significant in students learning
activities (Bailey et al., 2006; Schank, 1997). Given previous success in the use
of the videos for teaching classroom management theory and strategies and the
quest for developing more effective and efficient ways to teach preservice
teachers, this information was important for determining continued and future
development of this type of resource for teaching and learning.
In uses of computer graphics imagery variations in visual fidelity (including
form, texture, color, and animated behavior) have been shown to be factors
influencing task performance and the level of engagement (Cho et al., 2003;
Fishcher, Bartz, & Strasser, 2005; Pellacini & Ferwada, 2002; Shim & Kim 2003;
Vinayagamoorthy, Brogni, Gillies, Slater, & Steed, 2004; Youngblut, 2007).
Finally, the capacity to alter visual fidelity in synthetic imagery provides the
authors of educational content the potential opportunity to adjust content to either
enhance or minimize degrees of ambiguity according to the desired learning level
goals (McLaughlin, Smith, & Brown, 2010).
Gap in Literature
Sseveral authors have published recent papers highlighting the hidden costs of
bringing e-learning to new countries higher education systems, from the cost of
putting in place a widely accessible national telecommunications infrastructure
(Bates, 2001) to those costs associated with the establishment of national
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CHAPTER THREE
SYSTEM ANALYSIS AND METHODOLOGY
Introduction
In the analysis of the existing system, the information gathered were analyzed
and restricted in a more relevant and useful data. Data analysis that was gotten
was based on the identification of the basic needs and also the structure of
project. The data gatherer shows that they are analyze restructured in a way that
the subsystem were system achieve efficiently. Learning facilities were provided
in this e-learning system which helps greatly in learning package .There are also
facilities for testing of knowledge.
Methodology of data collection
After achieving software requirement, the next step was to source for
information relative to the subject. Information gathering can be gotten through
different sources.
1. Checking of result and calculating of great point together with credit load.
2. Testing the ability of students.
3. Knowing the reasons and importance of e-learning.
4. Specifically in computer.
5. Opportunity of reading e-books with other relevant articles.
6. Personal observation.
Objectives of the existing system
The objective of the system is to develop a good E-Learning system that will help
in teaching and acquiring knowledge in technology to the students.
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Design standards
14
The new system is design to work with the standard software development
procedure .It is software structural that designed to meet up with students
requirements and also has a structure that can detect every activity that takes
place in the system. This e-learning is placed in VB 6.0 codes access the
performance of students.
Output specification and design
The output from the system is in the VB 6.0 Potable Document File (pdf) format
page and it is open for everybody that wants to have access to it and can also be
printed out any time.
Input specification and design
The input to the system comes from three forms .the first one is the quiz form,
secondly the checking of result and the last one is the computer science books.
Question form
Result checking
File design
SQL was used in the design .There are four tables used in the design the student
login, the admin login, the question structure, and forum structure
Admin login
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Field Name
Field Type
Collation
Id-
Int(11)
Question
Varcher(60)
Utf-general-ci
Option 1
Varcher(60)
Utf-general-ci
Option2
Varcher(60)
Utf-general-ci
Option3
Varcher(60)
Utf-general-ci
Option4
Varcheer(60)
Utf-general-ci
Question structure
Field name
Field type
Collation
Id-
Int(50)
Utf-general-ci
Name
Varcher
Utf-general-ci
Question
Varcher
Utf-general-ci
17
System Flowchart
Input data
Input from
keyboard
Report
CPU
Disk
Output data
storage
System Flowchart
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System requirements
The new system was develop using the following software
which can make it to function effectively
1. Intel core 13 computer system
2. 252 KB RAM
3. At least 40 GB hard disk
4. Enhanced keyboard
5. Color monitor
6. Uninterrupted power supple
Software requirements
The software was developed using the following
1. Visual Basic 6.0
2. Window XP
3. Graphical application
Operational requirment
Visual Basic application is needed so that the new system can
function effectively.
Personal requirement
A computer system that has visual basic installed in it.
PROGRAM FLOW CHART
19
20
program flowchart
CHAPTER FOUR
CONCLUSION AND RECOMMENDATIONS
Conclusion
The presented wide spectra of definitions and classifications of animations and
simulations indicates their importance, especially in the field of education.
Many objectives of the teaching/learning process could be easily achieved with
properly use of well prepared animations and simulations. Animations and
simulations are irreplaceable didactic tool when we are talking about promotion
of higher level of interactivity in the educational process of any form, whether
traditional or distance. The other benefits of the increased use of animations and
simulation in education include: deeper and better retention of student
understanding of concept, mastery of a skill or strategy or acquisition of
knowledge. Animations and simulations could support constructivistic learning
through learning by doing, and can be use for discovery learning, experiental
learning, problem-based learning, etc.
The
main
challenges
that
remains
open
are:
complexity
of
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