1

ABSTRACT
Computer aided learning refers to the use of electronic media and information and communication
technologies (ICT) in education. Computer Aided is broadly inclusive of all forms of educational
technology in learning and teaching. Computer Aided is inclusive of, and is broadly synonymous with
multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-
based training (CBT), computer-Aided instruction or computer-aided instruction (CAI), internet-based
training (IBT), web-based training (WBT), online education, virtual education, virtual learning
environments (VLE) (which are also called learning platforms), m-learning, and digital educational
collaboration. These alternative names emphasize a particular aspect, component or delivery method.
Computer Aided 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 computer-based learning, as well as local intranet/extranet and web-based learning.
Information and communication systems, whether free-standing or based on either local networks or the
Internet in networked learning, underly many Computer Aided processes. Computer Aided can occur in
or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led,
synchronous learning. Computer Aided 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. It is commonly thought that new technologies make a big difference in education. Many proponents
of Computer Aided believe that everyone must be equipped with basic knowledge of technology, as well
as use it as a vehicle for reaching educational goals


2

TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vii



























3

CHAPTER ONE
1.0 INTRODUCTION
Computer Aided is a broadly inclusive term that describes educational technology that electronically or
technologically supports learning and teaching. Bernard Luskin, a pioneer of Computer Aided, 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. Parks
suggested that the "e" should refer to "everything, everyone, engaging, easy".
Depending on whether a particular aspect, component or delivery method is given emphasis, a wide array
of similar or overlapping terms has been used. As such, Computer Aided encompasses multimedia
learning, technology-enhanced learning (TEL), computer-based training (CBT), computer-Aided
instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual
education, virtual learning environments (VLE) which are also called learning platforms, m-learning,
digital educational collaboration, distributed learning, computer-mediated communication, cyber-
learning, and multi-modal instruction. Every one of these numerous terms has had its advocates, who
point up particular potential distinctions. In practice, as technology has advanced, the particular
"narrowly defined" aspect that was initially emphasized has blended into "Computer Aided." As an
example, "virtual learning" in a narrowly-defined semantic sense implies entering the environmental
simulation within a virtual world, for example in treating PTSD. In practice, a "virtual education course"
refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet.
"Virtual" is used in that broader way to describe a course that not taught in a classroom face-to-face but
through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which
means that people do not have to go to the physical classroom to learn. Accordingly, virtual education
refers to a form of distance learning in which course content is delivered by various methods such as
course management applications, multimedia resources, and videoconferencing. Students and instructors
communicate via these technologies.
The worldwide Computer Aided industry is economically significant, and was estimated in 2000 to be
over $48 billion according to conservative estimates. Developments in internet and multimedia
technologies are the basic enabler of Computer Aided, with consulting, content, technologies, services
and support being identified as the five key sectors of the Computer Aided industry. Information and
communication technologies (ICT) are used extensively by young people.
Computer Aided expenditures differ within and between countries. Finland, Norway, Belgium and Korea
appear to have comparatively effective programs

Computer-Aided learning is similar to the experiential model of learning. The adherents of
experiential learning are fairly adamant about how we learn. Learning seldom takes place by rote.
Learning occurs because we immerse ourselves in a situation in which we are forced to perform. You get
feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most
classroom courses are not learning systems. The way the instructors attempt to help their students acquire
skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors
rely on lectures and tests, and memorization. All too often, they rely on "telling." No one remembers
4

much that's taught by telling, and what's told doesn't translate into usable skills. Certainly, we learn by
doing, failing, and practicing until we do it right. The computer Aided learning serve this purpose.
If the learning environment is focused on background information, knowledge of terms and new
concepts, the learner is likely to learn that basic information successfully. However, this basic knowledge
may not be sufficient to enable the learner to carry out successfully the on-the-job tasks that require more
than basic knowledge. Thus, the probability of making real errors in the business environment is high. On
the other hand, if the learning environment allows the learner to experience and learn from failures within
a variety of situations similar to what they would experience in the "real world" of their job, the
probability of having similar failures in their business environment is low. This is the realm of
simulations-a safe place to fail.
The appearance of management science software is one of the most important events in decision making
process. OR/MS software systems are used to construct examples, to understand the existing concepts,
and to discover useful managerial concepts. On the other hand, new developments in decision making
process often motivate developments of new solution algorithms and revision of the existing software
systems. OR/MS software systems rely on a cooperation of OR/MS practitioners, designers of
algorithms, and software developers.
The major change in learning this course over the last few years is to have less emphasis on strategic
solution algorithms and more on the modeling process, applications, and use of software. This trend will
continue as more students with diverse backgrounds seek MBA degrees without too much theory and
mathematics. Our approach is middle-of-the-road. It does not have an excess of mathematics nor too
much of software orientation. For example, we lean how to formulate problems prior to software usage.
What you need to know is how to model a decision problem, first by hand and then using the software to
solve it. The software should be used for two different purposes.
Personal computers, spreadsheets, professional decision making packages and other information
technologies are now ubiquitous in management. Most management decision-making now involves some
form of computer output. Moreover, we need caveats to question our thinking and show why we must
learn by instrument. In this course, the instrument is your computer software package. Every student
taking courses in Physics and Chemistry does experimentation in the labs to have a good feeling of the
topics in these fields of study. You must also perform managerial experimentation to understand the
Management Science concepts and techniques.

5

1.1 Problem Statement

Leaning has been a major challenged faced by humanity. The inability to read and understand in various
level in life, most especially in the academicals level has made lot of people to lose interest in education.
Long period of reading without comprehending and inability to retained comprehended lessons is another
great challenge in learning. A system that will aid student and academicians is needed to ease the learning
process in various areas in life.
1.2 AIMS AND OBJECTIVES
The aims and objectives of this project are listed below:

i. To design and implement a computer aided leaning system
ii. Increase the awareness and understanding of the value of computer aided learning system.
iii. Achieve efficient and reasonable regulation of computer Aided learning technologies.

iv. Expand the global acceptance of the Computer Aided Learning Software for linear algebra,
(CAL).
v. Interact with appropriate government agencies on reimbursement and technology assessment
policies


1.3 Significance Of Study
With the growth in information technology, the study offers numerous examples in computer
aided system. Computer technicians do not need to teach their student over and over on how to install
software but slot the CAL software for them. Time wasted in attending to young Computer technician is
reduced to the bare minimum as the software help to facilitate work. Individuals on their own can also
buy the software in order to master linear algebra on their own.

1.4 Scope /Delimitation
This project work is narrowed to Computer Aided learning system for schools and individual use
only.
Owing to the scope of this project work as stated above, this project work is limited to the
Computer Aided learning system.
It is important to mention here that time was a major constraint in the course of fact finding. It is
also wise to mention here that some information we need to work with were not collected because of the
unwillingness of the some staff in reviewing such vital information needed for this project work.

6


1.5 Constraint and / Limitation

During the course of this study, a lot of constraints and limitation
were confronted and they somehow delayed the sharp progress of this
work. Those constraints are namely:
Time: This is one of the factors that hindered the smooth running of
this research work as the researcher was given only a study semester to
cover his population and this became difficult for the researcher owing to
the fact that he still had other things to attend to in the same little frame
of time like quizzes, lectures, assignments, exams etc. He therefore had to
decide his time which mostly delayed things.
Unavailability of books and other research materials also hindered
the smooth progress of this study owing to the obvious fact that no
relevant research material connecting to this study was easily traced and
the ones found were not very yielding.
Finally, the researcher encountered in this work a negative attitude
of some respondents owing to the obvious individual differences amongst
human behaviours. These negative attitudes of some respondents in no
small measures hampered the progress of this work. While some were
willing to answer, others were reluctant and others were really adamant,
thereby delaying the progress of the work.

7


1.6 Project organization

This work is organized in five chapters. The first chapter deals with the
introduction, problem stamen, aims and objectives, significant,
scope/delimitation, limitation/constraint, definition of terms.
The next chapter deals with the literature reviews stating the works of
eminent writers who have contributed efforts in so many ways.
The third chapter describes and analysis the present system. Chapter
four takes care of the design of the new system which comprises the
design standard, output specification and design, input specification and
design, the file design, procedure chart, system flow chart and system
requirements for easy design of the system which involves the hardware,
software, operational and personnel. The last chapter recommendations,
summary and conclusion.

Definition of Terms
This is a distance method of getting educations on-line, through an
internet means, from an institution or university far away from where a
person finds himself or herself, basically broad.
1.7.2. INTERNET
A system architecture that has revolutionized communications and
methods of commerce by allowing various computer networks around the
work to interconnect. Sometimes.Referred to as Network of Networks.
1.7.2. NETWORK
A number of computers and other devices that are connected
together so that equipment and informations can be shared.
1.7.4. WORKFLOW
This is the format or pattern at which distance learning program is
operated, to optimize it purposes.
8

1.7.5. INFORMATION
This is a fact or details or is said to be the processed daedal that is
meaningful.
1.7.6. COMPUTER
This is an electronic device, capable of accepting data as raw fact,
the process them with a predefined program embedded in it, them store
and bring out an output either as a soft copy (on the screen) or hard copy
(on paper).
1.7.7. MONITORING UNIT
This are the people who use the distance learning system for
education and communication purpose.

1.7.9. TEACHER
The people who defines the structure of the lessons and creates the
content, the give out lectures to learners.
1.7.10. ADMINISTRATOR
The people who managed user account and other configuration and
maintenance tasks.











9

CHAPTER
2.0 LITERATURE REVIEW
In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where
students could access informational resources on a particular course while listening to the lectures that
were recorded via some form of remotely-linked device like television or audio device.
In the early 1960s, Stanford University psychology professors Patrick Suppes and Richard C. Atkinson
experimented with using computers to teach math and reading to young children in elementary schools in
East Palo Alto, California. Stanford's Education Program for Gifted Youth is descended from those early
experiments. In 1963, Bernard Luskin installed the first computer in a community college for instruction,
working with Stanford and others, developed computer Aided instruction. Luskin completed his
landmark UCLA dissertation working with the Rand Corporation in analyzing obstacles to computer
Aided instruction in 1970.
Educational institutions began to take advantage of the new medium by offering distance learning
courses using computer networking for information.
Early Computer Aided systems, based on Computer-Based Learning/Training often attempted to
replicate autocratic teaching styles whereby the role of the Computer Aided system was assumed to be
for transferring knowledge, as opposed to systems developed later based on Computer Supported
Collaborative Learning (CSCL), which encouraged the shared development of knowledge.
Computer-based learning made up many early Computer Aided courses such as those developed by
Murray Turoff and Starr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of
Technology,
[14]
and the ones developed at the University of Guelph in Canada. In 1976, Bernard Luskin
launched Coastline Community College as a "college without walls" using television station KOCE-TV
as a vehicle. By the mid-1980s, accessing course content become possible at many college libraries.
Cassandra B. Whyte researched about the ever increasing role that computers would play in higher
education. This evolution, to include computer-supported collaborative learning, in addition to data
management, has been realized. The type of computers has changed over the years from cumbersome,
slow devices taking up much space in the classroom, home, and office to laptops and handheld devices
that are more portable in form and size and this minimalization of technology devices will continue.
The Open University in Britain
[15]
and the University of British Columbia (where Web CT, now
incorporated into Blackboard Inc. was first developed) began a revolution of using the Internet to deliver
learning,
[17]
making heavy use of web-based training and online distance learning and online discussion
between students.
[18]
Practitioners such as Harasim (1995) put heavy emphasis on the use of learning
networks.
With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging
technologies to employ multi-object oriented sites, which are text-based online virtual reality system, to
create course websites along with simple sets instructions for its students. As the Internet becomes
popularized, correspondence schools like University of Phoenix became highly interested with the virtual
education, setting up a name for itself in 1980.
In 1993, Graziadei described an online computer-delivered lecture, tutorial and assessment project using
electronic mail. By 1994, the first online high school had been founded. In 1997, Graziadei described
criteria for evaluating products and developing technology-based courses include being portable,
replicable, scalable, and affordable, and having a high probability of long-term cost-effectiveness.
10

By 1994, CALCampus presented its first online curriculum as Internet becoming more accessible through
major telecommunications networks. CALCampus is where concepts of online-based school first
originated, this allowed to progress real-time classroom instructions and Quantum Link classrooms. With
the drastic shift of Internet functionality, multimedia began introducing new schemes of communication;
through the invention of webcams, educators can simply record lessons live and upload them on the
website page. There are currently wide varieties of online education that are reachable for colleges,
universities and K-12 students. In fact, the National Center for Education Statistics estimate the number
of K-12 students enrolled in online distance learning programs increased by 65 percent from 2002 to
2005. This form of high learning allowed for greater flexibility by easing the communication between
teacher and student, now teachers received quick lecture feedbacks from their students. The idea of
Virtual Education soon became popular and many institutions began following the new norm in the
education history.
The emergence of Computer Aided is arguably
[who?]
one of the most powerful tools available to the
growing need for education. The need to improve access to education opportunities allowed students who
desire to pursue their education but are constricted due to the distance of the institution to achieve
education through "virtual connection" newly available to them. Online education is rapidly increasing
and becoming as a viable alternative for traditional classrooms. According to a 2008 study conducted by
the U.S Department of Education, back in 2006-2007 academic year, about 66% of postsecondary public
and private schools began participating in student financial aid programs offered some distance learning
courses, record shows only 77% of enrollment in for-credit courses being for those with an online
component. In 2008, the Council of Europe passed a statement endorsing Computer Aided's potential to
drive equality and education improvements across the EU.
Recent studies show that the effectiveness of online instruction is considered equal to that of face-to-face
classroom instructions but not as effective as the combination of face-to-face and online methods
ANOTHER ONE
According to John Wiley, Computer Aided learning system is similar to the experiential model of
learning. The adherents of experiential learning are fairly adamant about how we learn. Learning seldom
takes place by rote. Learning occurs because we immerse ourselves in a situation in which we are forced
to perform. You get feedback from the computer output and then adjust your thinking-process if needed.
Unfortunately, most classroom courses are not learning systems. The way the instructors attempt to help
their students acquire skills and knowledge has absolutely nothing to do with the way students actually
learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on "telling."
No one remembers much that's taught by telling, and what's told doesn't translate into usable skills.
Certainly, we learn by doing, failing, and practicing until we do it right. The Computer Aided learning
system serves this purpose.
Computer Aided learning system is a collection of experimentation (as in Physics lab to learn Physics) on
the course software package to understand the concepts and techniques. Before using the software, you
will be asked to do a simple problem by hand without the aid of software. Then use the software to see in
what format the software provides the solution. We also use the software as a learning tool. For example,
11

in order to understand linear programming sensitivity analysis concepts, you will be given several
managerial scenarios to think about and then use the software to check the accuracy of your answers.
To solving larger problems which are hard to do by hand According to Royal Free of London University,
Computer Aided learning system Individual lecturers and departments are already beginning to
introduce a wide range of computer based applications, sometimes in a haphazard way. Planned and
coordinated development is better than indiscriminate expansion
According Microsoft Encarta Encyclopedia, Information Technology in Education, effects of the
continuing developments in information technology (IT) on education.
The pace of change brought about by new technologies has had a significant effect on the way people
live, work, and play worldwide. New and emerging technologies challenge the traditional process of
teaching and learning, and the way education is managed. Information technology, while an important
area of study in its own right, is having a major impact across all curriculum areas.
Easy worldwide communication provides instant access to a vast array of data, challenging
assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at
work, and in educational establishments, could mean that learning becomes a truly lifelong activityan
activity in which the pace of technologiInteractive Tutor change forces constant evaluation of the
learning process itself.
The provision of hardware and software resources varies substantially in further education (FE)
colleges. Learning resource centres now often contain learning materials published on CD-ROM, and
most colleges are connected to the Internet. These technologies have the potential to develop virtual
campuses and thus increase student access and participation. Although there is a trend towards
individualized programmes of study for students, little use is made as yet of computer-managed learning.
A programme of training in educational technology for FE staff Interactive Tutorled the Quilt initiative
was launched in February 1997 as a joint initiative between NCET, the Further Education Development
Agency, the DfEE, and FE colleges.

According to Lady Mercy .O. Adibe in her book titled computer literacy said that computer system is a
combination of five elements which are hardware, software, data/information, procedures and people.
She added that when one computer system is set up to communicate with another computer system,
connectively becomes a sixth system element. In other words, the manner in which the various individual
systems are connected for example by microwave transmission or satellite is an element of the total
compute system.Livinus C. Nosike in his book, Internet Literacy, said that a website is a space or
location customized by a company, organization or an individual which is locatable with an address in
12

the internet. It is also required that the large computer, known as host or server is registered to obtain an
internet address known as domain name which makes it unique and locatable on the internet.

13


CHAPTER THREE
DESCRIPTION AND ANALYSIS OF THE PRESENT SYSTEM

3.1 METHODOLOGY
Basically, there are four principle methods in which data can be collected
toward the design and implementation of a system, but the topic
restricted us to two methods.
Manual Procedure, many organization have precise manual which
determine how activities of the organization is performed, this return the
hope of established as very department work according to proceeding in
the manual.

3.2 GENERAL OVERVIEW OF THE EXISTING SYSTEM
Teaching and learning is the process of knowledge transfer. The process
of teaching and learning in a conventional system requires that the
teacher and the learner come in contact in an environment designated for
this.
According to Diana Laurillard (Laurillard,1993; Laurillard, 1994), there
are four aspects of the teaching-learning process:
a. Discussion between the teacher and learner.
b. Interaction between the learner and some aspect of the world
defined by the teacher.
14

c. Adaptation of the world by the teacher and action by the learner.
d. Reflection -on the learner's performance by both teacher and
learner.
She then considers how different educational media and styles can be
described in these terms. For example, a text book represents a one-way
flow of knowledge from the teacher's conceptual knowledge to the
student's conceptual knowledge. A lecture or tutorial may be seen the
same way, but there is a possibility of meaningful discussion between
teacher and learner.








Fig. 3.2 Aspects of teaching and learning




Teachers Conceptual
knowledge
Students Conceptual
knowledge

Teachers Constructed
World
Students Experimental
Knowledge
Discussion
Interaction
Adaptation
of World
Adaptation
of Action
Reflection on
interaction
Reflection on
Students
15

3.3 ORGANIZATIONAL CHART















Fig. 3.1 Organizational Chart
Registrar
Academics

Academic staff
Non Academics
Administrative
Non academic
staff
VC/Provost/
Rector
Head of
Departments
Lecturers
Students
16

The organizational chart shown in fig. 3.1 is a representation of hierarchy in a typical
learning institution or system. The highest in the rank is the provost or rector or vice
chancellor. Next to him is the registrar. Under the registrar is the academics and non
academic branches. Under the academic branch is the head of department. The academic
staff are under the dead of department. The lecturers are under the academic and the
student under the lecturers.

3.4 INFORMATION FLOW DIAGRAM
The information flow diagram of a typical learning system is as shown below:









3.5 OUTPUT ANALYSIS
This involves the resultant documentation generated after processing of
data/information supplied. The output here comes as soon as the input data are supplied.
The Output involves the Computer Aided learning system itself that is the software.

3.6 INPUT ANALYSIS
17

This deals with the process used to feed data to the system for processing. The input
to the Computer Aided learning system software is usually supply during the use of the
program. The major inputs here are supplied as soon as the CD plate is inserted which are:
User Name
Initial
Password
Companys Name
Serial Number



3.7 PROBLEMS OF THE EXISTING SYSTEM
A lot of problems are associated with existing system. The existing system involves
the use of manual way to impact sickle cell knowledge.
The system has proved defective as the objective of the system has also failed. Among the
problems associated with the existing system include the following:
Slow information flow
Slow work flow
Waste of resource-paper
Duplication of work
Missing data
Much dissipation of energy by teacher.
18

Time wasted on impacting of Linear Algebra.


3.8 JUSTIFICATION FOR THE NEW SYSTEM
It is expected that with the introduction of the new system, a lot of positive changes
will be noticed. The numerous problem associated with the manual system will be
minimizes, if not totally put to an end.

3.9 PROCESS
Once the inputs are collected, the obtained data are processed properly for effective
use. The data/information processed is stored in the computer for subsequent use.





19


CHAPTER FOUR
DESIGN AND IMPLEMENTATION
4.1 DESIGN STANDARD
4.2 OUT PUT SPECIFICATION


4.3 INPUT SPECIFICATION

The Login screen requires the user to supply his name and the password in the text boxes as
indicated in figure 3.4. On entering the user name and the appropriate password, the user then
clicks on OK button to enter the maintenance scheduling system environment.










Student name

PASSWORD
Login
OK
CANCLE
Fig. 3.4Login
20

Menu Form
The menu contains a list of commands or options from which you can choose. Most applications
now have a menu-driven component. You can choose an item from the menu by highlighting it and
then pressing the Enter or Return key, or by simply pointing to the item with a mouse and clicking.










Figur. 3.5 Menu form

Computer aided leaning system
Class lesson
Class lecture
Class test
21



4.4 PROCEDURE CHART

New lesson
Processing
Storage
End Lesson
22



4.5 SYSTEM FLOWCHART
















b












4.6 IMPLEMENTATION

PROCESS
DOCUMENT
MAGNETIC
DISK
Computer aided
learning system
VISUAL DISPLAY
DOCUMENT DOCUMENT
23


4.6.1 PROGRAM FLOWCHART MAIN MENU


REPORT
OPEN FILE
AM = O
Open new lesson
INPUT RECORDS
AM=AM + 0
HAS lesson
ended?
STOP
Is
ACI=
AC?
PRINT REPORT
CLOSE FILE
Eof?
Start new lesson
CLOSE lesson
STOP
Figure 4.3.: FLOWCHART FOR REPORT FORM



24



4.6.2 PSEUDOCODE
Pseudocode is an informal high-level description of the operating principle
of a computer program or other algorithm. It uses the structural
conventions of a programming language, but is intended for human
reading rather than machine reading. Pseudocode typically omits details
that are not essential for human understanding of the algorithm, such as
variable declarations, system-specific code and some subroutines. The
programming language is augmented with natural language description
details, where convenient, or with compact mathematical notation.

i. Prompt to display welcome screen
ii. Enter lesson Menu
iii. Verify Lesson User
iv. Clear page New lesson
v. Prompt for Another lesson
vi. Close Lesson
vii. Return to main menu
New lesson
i. Open Another lesson
ii. Input for lesson display
iii. Display New lesson
iv. If End stop
v. Close lesson
vi. Return to main menu

Exit Lesson
i. Display Main menu
ii. Prompt for exit lesson
iii. It Y then (Exit)
25

iv. Close all files
Return to menu

26

4.7 CODING (see appending A)
4.8 SYSTEM REQUIREMENTS

Hardware
The basic hardware equipment required is at least Pentium 1 computer or above and a
good printer. The computers should be equipped with Network component such as Ethernet
card in a situation whereby the software will run on a Network. Besides, the environment
would be air-conditioned.
The configuration of the computer hardware system is as follows:
- Intel Pentium 1-233Mhz of above processor
- 64MB RAM
- VGA with at least IMB
- 1.0GB HDD
- 3 inches, 1.44MB FDD
- 52CD - Drive
- Microsoft Windows compatible mouse
- Ups Device
- Microsoft windows compatible keyboard
- Windows 98 operating system or later versions
- SVGA Monitor
Software
The software is expected to run under the Microsoft windows environment. The
common windows feel and usage would be maintained since this promotes quick
understanding and ease of use. Windows has a variety of tools that make program running
under it user friendly. These features would be included in the program. Specifically, the
following features are considered.
- The use of combo boxes and list boxes for user inputs
27

- Maintenance of the standard windows menus
- Minimize / close/restore buttons
- Minimize user typing in response to user input.
- As much as possible, combo boxes would be used to provide choices from which the user is
expected to pick any required item.
- Allow the user to have good control over the appearance of the user interface element.
Operational
The system should ensure security of the operational data of the university. The operational
procedure should be adhered to strictly to ensure that the database is not corrupted. The
design must include functions to enforce security checks.
Personnel
The manpower required is as follows:
- Computer Operator
- System Engineer
- System Analyst

Environment Requirement
The environment requirement includes:
- Air-conditioned office
- Dust free environment
- A generator

28

4.10 TESTING

Before bringing this package into use, it is of vital importance that it is
both comprehension without it intended limit and fully correct even
though the program has been written according to specification.
They key tasks associated with program testing identified here include
developing a test plan a test data.
In testing, as far as this topic is concerned, the major task is certain that the program
developed is perfectly working well. To achieve this plan, a standard data that has been analyzed
manually by the personnel department to use as a test data to the program such that if similar but
even better results were gotten in terms of design and display of output.
Having validated the system by comparing the result gotten form hand computation with
the result gotten from the system for the same test data confirming the effective running for the
system.

4.11 CUT OVER PROCESS
This is the stage in which the organization will move from the old system
to the new system. This process requires a professional that will guide
and give directives an how to use the new system in other to reduce
human error at the first implementation.

4.12 DOCUMENTATION
The software program is packed on a CD ROM. It operates on
a window-based environment. To have the program installed.
Turn the computer system on and boot
Insert the CD ROM in the CD drive
Click the start button and activate the own
Browse the CD ROM and select the programs
Copy the database with the name
C:\interbank \inter bank.Mdm
Having accomplished the above steps, the hard and software is now
ready to serve you.
First and foremost, the software demands for your password and name if
users identity is (are) correct, if the displays the main menu screen. Here
there are a lot of options, such as maintenance, information and report.
29

Any among these lot could be chosen supposing maintenance is
chosen, then the maintenance soran menu is opened and you are
required to select among the list. E.g, you may want to maintain your
card. It then allow you to input information about your account. Having
been satisfied, you could now exit.
In addition, customers who are on line may wish to transact with the
bank using their online computers for them to achieve this they used to
input their password, card 1D. If these data are authenticated then
access if allowed. First a menu screen is displayed where you can make
your selections such as information and about.
If transaction was chose, then the menu is opened here you could pay
bill, and transfer fund. Suppose you do wish to pay bill, you are asked to
input bill information such as the amount of bill to pay from whose
account having done this you click the enter key to have it executed. The
transaction is then saved. You could likewise transfer fund.
Having transact business with the system you could check for your
balance by activating the on-line menu and selecting information, here
you may among the option select account balance and it is disk for you
and it is saved. Having accomplished your task you may wish to exit and
shut down.



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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
The aim of e learning is to reduce the work lag time and learning, which
the conventional educational system do not offer. The international trends
and evolution show that the technology have involves everywhere and
familiarization with it is essential for all and especially for the tomorrows
citizens and employees. So it is necessary for the learner to come in
contact with new technologies, to learn how to use it and to exploit the
possibilities it gives.
Through e-learning systems, the contact and the familiarization become
the natural and pleasant way for learners. In order words, this new
system has contributed its own quota to the system of education by
making the following possible:
(a) By reducing the lag-time of learning process and productivity.
(b) IT will allow knowledge to be henceforth open and accessible.
(c) It will help the instructors to see technology as a tool that will help
then make their work easy and better and not an enemy that ahs
come to burden them with more responsibilities.
(d) It will allow instructors to do less work, which will last long
(e) This system makes learning (distance learning) be as efficient as the
face to face teaching.
31

(f) It will improve total communication between teachers and learners
on-line.
(g) It increases learners confidence on the program.
(h) The quality and the plentitude of the application, catalytic role in
the creation of positive thinking about on-line educational
experience.
(i) It maintains the interest of learners.
.

Conclusion
Apart from the contribution that new system will offer, it consist of more
features, which the former system dont have, thus making it very
interactive to use even as a new user to the system, such as:
1. All intended candidates do not have to wait until document of
admission is sent to them before they can apply, rather they just
have to download all necessary form on-line, fill it and submit.
2. There is provision to pay your fess on on-line, instead of moving
from bank to do the payment.
3. There is provision to record and save all lectures, so you can have
time to go over and over listening and watching them to assimilate
more.
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4. You can get all necessary lecturer materials on-line any time you
need them.
Finally to say, the swift growth of networks and especially and
internet, have provided the institution and universities with high
access spreads and advanced telemetric services. In this way, the
ideal conditions for the development of synchronous/asynchronous e-
learning system have been created. Therefore it constitutes necessity
to undertake action for their dissemination and spread in secondary
education, as well as in universities.
In order to make such a movement successful and evokes positive
results, it should become comprehensible from point that distance
education has not come to substitute the tradition way of teaching
neither to be used for lessons with the same possibilities but via the
computers. On the contrary, it has come to complement the present
education process, to help teachers offer more complete and verbal
knowledge to students. To this point, the new system cab be used fore
enriching the lesson and making it more interesting

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RECOMMENDATION
This new is recommended only for skillful personnels in the field of
technology. The management should select few staff from the e-learning
department of education for orientation on the new system. This is to
train the staff on the operation of the new system and generally make
them computer literate. This will also go a long way to lessen the cost of
employing new computer personnel on fresh contracts.
The management should employ a computer analyst or programmer and
place him/her as permanent member of the board of directors.
The management should provide computer and camera equipment
for all departments and universities respectively for easy work operation.

34

REFERENCE

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