DEVELOPMENT OF VIRTUAL CLASSROOM SYSTEM FOR

TEACHING AND LEARNING IN A UNIVERSITY ENVIRONMENT

BY

OLANIYAN, TIRMIDHI OWOLABI

(CSC/03/2759)

JANUARY, 2014.

i
 DEVELOPMENT OF VIRTUAL CLASSROOM SYSTEM FOR
TEACHING AND LEARNING IN A UNIVERSITY ENVIRONMENT

BY

OLANIYAN, TIRMIDHI OWOLABI

(CSC/03/2759)

A THESIS SUBMITTED TO THE

SCHOOL OF POSTGRADUATE STUDIES
THE FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE.
ONDO STATE, NIERIA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR

THE AWARD OF MASTER OF TECHNOLOGY (M. TECH.) DEGREE
IN COMPUTER SCIENCE.

JANUARY, 2014.

i
 CERTIFICATION

This research work has not been presented elsewhere for the award of degree or any other

purpose.

Candidate’s Name: OLANIYAN, Tirmidhi Owolabi

Signature: ________ _________ Date: 27/01/2014

We certify that this project was carried out by OLANIYAN, Tirmidhi Owolabi, Matric No:

CSC/03/2759 of Computer Science Department, Federal University of Technology, Akure,

Nigeria.

Supervisor’s Name: Prof. O.C. Akinyokun

Signature:____________________ Date:___________________

Co-Supervisor’s Name: Dr O. Olabode

Signature:_____________________ Date:________________

ii
 DEDICATION

This Thesis is dedicated to:

Almighty Allah (SWT),

(for his mercy to start and complete the Master Degree Programme);

My Late Parents Mr. Lamidi Olaniyan and Mrs. Siddiqat Olaniyan,

(May Almighty Allah grant them Jannatul-Firdaus);

Also

To my Wife, Umm AbdulHameed and Children,

AbdulHameed, Mutmainah, Abu-Bakr and Maimunah;

(May Almighty Allah grant you a successful life in this World

and make Paradise your final abode in the hereafter (Aamin)).

iii
 ACKNOWLEDGEMENTS
In the Name of Allah, the Beneficent and the Most Merciful
All praises and adorations are due to Almighty Allah (SWT), The Uncreated Creator, Provider,
Sustainers and Controller of all affairs. May the peace, blessing and benediction of Allah be upon
the soul of Prophet Muhammad (SAW) his household, companion and the righteous populace till
the day of accountability (Aamin).
First and foremost, I acknowledge the assistance of my major supervisor Prof. O.C. Akinyokun
who has given me great confidence, encouragement, guidance, and tremendous amount of support
throughout the research work. I am grateful to my co-supervisor and Ag Head, Computer Science
Department, Dr O. Olabode. I thank Dr G.B. Iwasokun for taking his time to read and correct the
thesis. My warm regards goes to the Dean, Student Affairs, Dr. B.K. Alese; Prof. S.O. Falaki;
Prof. O. S. Adewale; Director, Computer Resource Centre, Dr. A. Adetumbi and the entire staff of
Computer Science Department.
The most precious thanks to my late parents Mr. Lamidi Olaniyan and Mrs. Siddiqat Olaniyan for
given me life and their effort on me while they were alive. May Allah forgive them their
shortcomings and reward them with paradise (Aamin).
I am highly grateful to my wife, Alade Thuwaebat Abiola; Children, AbdulHameed Al-Ameen
Opeyemi, Mutmainah Shukrah Abike, Abu-Bakr As-Siddiq Olamilekan and Maimunah Umm
Sumayya Omowumi; also to my sister Kabeerat Olaniyan for their relentless and painstaking
effort always. Their love always remains the key source of motivation for me. May Allah continue
to increase them in faith, bless them in this life and reward them with paradise in the hereafter
(Aamin). I am also grateful to Dr. Oyetunji Akinlabi and Dr. B. Kareem for their support. I
commend the assistance of Mr. Makinde Ibrahim for his assistance in coding some part of the
work. I thank all other friends, colleagues and well-wishers that I cannot mention individually.
Moreover, I appreciate the moral and financial support of my brother, Mr. Abdul Lateef Olaniyan
and his families. May Allah protect and enrich you (Aamin). Also, my warm regards goes to my
elder brother Mr. Muftaudeen Olaniyan and all my younger ones. May Allah assist you in your
endeavours. I also remember my late brother Misbaudeen Olaniyan, may his soul rest in perfect
peace.
Finally and above all, I give thanks to Almighty Allah (S.WT) for safeguarding my soul to
complete the M. Tech. Degree. May He see me through my sojourn in this life and make me an
inmate of paradise in the hereafter (Aamin).

iv
 ABSTRACT

The development of Information Technology (IT) has contributed to changes in the teaching and

learning process. IT is redefining completely the mode of education delivery and methods of

acquiring knowledge. As a result, there are new educational classrooms called Virtual Classroom.

Virtual Classroom is an online simulated classroom that allows students and instructors located in

different places to participate in self-paced and real time classes, record and archive the entire

classroom experience for later review. E-Learning and virtual classroom is a critical support

mechanism for educational institutions to grow, improve the performance of students, teachers, as

well as useful for organizations to enhance the performance of their employees. This research is

based on literature review, academic analysis and design that gather information from university

environment for the implementation of the virtual classroom system architecture. A multi-tier

Virtual Classroom System architecture is proposed. These include the Client Tier, Web Tier and

Enterprise Information System (EIS) Tier. The implementation environment is characterized by

Window operating system, Apache web server, My SQL and PHP (WAMP); MOODLE and

Blackboard Collaborate. The SMS messaging system of the virtual classroom make

communication between the users of the virtual classroom fast and easy. A prototype of the

Virtual Classroom System implemented provides a platform for conducting both self-paced and

real-time class session via the Internet. It provide perfect environment for online teaching and

learning with a feel of being in the classroom itself. The virtual classroom is a replica of

traditional classroom and the case study of CSC 806 (Expert System) an M. Tech Degree course

in the Department of Computer Science, the Federal University of Technology, Akure carried out

shows that the proposed Virtual Classroom System is effective and efficient for teaching and

learning and could yield significant improvement over the existing system if adopted for teaching

and learning in university environment and beyond.

v
 TABLE OF CONTENTS

TITLE PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENT v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES xiii

LIST OF FIGURES xiv

CHAPTER ONE

OVERVIEW OF RESEARCH 1

1.0 Introduction 1

1.1 Research Motivation 3

1.2 Research Objectives 6

1.3 Research Methodology 6

1.4 Expected Contribution to Knowledge 9

1.5 Arrangements of the Thesis 9

CHAPTER TWO

LITERATURE REVIEW 10

2.0 Introduction 10

2.1 Review of Literature on Distance Learning 10

2.2 Review of Literature on E-learning 14

2.3 Review of Literature on Virtual libraries 25

2.3.1 Advantages of Virtual Libraries for Student Learning 26

2.3.2 Features of a Virtual Library 28

2.3.3 Virtual Library and Lifelong Learning 29

vi
 2.3.4 Design of Virtual Library 29

2.3.5 Components of a Digital Library 30

2.4 Review of Literature on Collaborative Teaching and Learning 31

2.5 Review of Literature on Virtual Classroom 35

2.5.1 Synchronous virtual classrooms 36

2.5.2 Asynchronous virtual classrooms 36

CHAPTER THREE

THE STUDY OF MOODLE AND BLACKBOARD COLLABORATES 40

3.0 Introduction 40

3.1 Moodle Platform. 40

3.1.1 Hardware Requirements for Moodle 41

3.1.2 Software Requirements for MOODLE 42

3.2 Characteristics of Moodle 46

3.2.1 Free and Open Source 46

3.2.2 Educational Philosophy 47

3.2.3 Moodle Community 48

3.3 Data Processing Features of Moodle 49

3.3.1 Forums 49

3.3.2 Chats 51

3.3.3 Messaging 52

3.3.4 Quiz 53

3.3.5 Assignments 54

3.3.6 Lessons 57

3.3.7 Wikis 59

3.3.8 Blogs 62

3.3.9 Databases 65
vii
 3.3.10 Grade and Scales 69

3.4 Limitations of Moodle for teaching and learning. 71

3.5 Blackboard Collaborate Platform 72

3.5.1 Server Requirement 72

3.5.2 Minimum Client System Requirements 72

3.6 The benefits of using Blackboard Collaborate 74

3.7 The Blackboard Collaborate Data Processing Features 75

3.7.1 The Content Area Modes 77

3.7.2 The Participants Panel 77

3.7.3 In-Session Invitations 79

3.7.4 Video Broadcast 80

3.7.5 The Chat Panel 81

3.7.6 The Audio Feature 82

3.7.7 Telephone Conferencing 83

3.7.8 The Whiteboard 84

3.7.9 Application Sharing 88

3.7.10 Breakout Rooms 88

3.7.11 File Transfer 89

3.7.12 Multimedia Files 89

3.7.13 Interactive Recordings 90

3.7.14 Quiz Manager 91

3.8 Limitations of Blackboard Collaborate 91

viii
CHAPTER FOUR

DESIGN OF AN HYBRID VIRTUAL CLASSROOM SYSTEM 94

4.0 Introduction 94

4.1 System Architectural Design 94

4.2 Application Subsystems 96

4.2.1 Moodle Subsystem 96

4.2.2 Blackboard Collaborate Subsystem 98

4.2.3 Bulk SMS API Subsystem 100

4.2.3.1 SMS Services 100

4.2.3.2 Virtual Classroom SMS Services 101

4.3 Architecture of the Virtual Classroom SMS Messaging System 101

4.4 Conceptual Diagram of the Virtual Classroom System Environment 102

4.5 Application Tiers 103

4.6 Application Objects 104

4.7 Data Processing Module 105

4.8 Course Module 106

4.9 Usability Specification 107

4.10 Logical Flow 108

4.11 Virtual Classroom System Models 108

4.11.1. Moodle subsystem teaching and learning model 109

4.11.2 Blackboard collaborate subsystem teaching and learning model 109

4.11.3 Virtual Classroom system teaching and learning model 110

4.12 User Interface 110

4.13 The Backend Tier 111

4.13.1 Database Schema and Tables 112

4.13.2 Moodle Database Entity Relationship Diagram (ERD) 115

ix
CHAPTER FIVE

IMPLEMENTATION OF THE HYBRID VIRTUAL CLASSROOM SYSTEM 122

5.0 Introduction 122

5.1 Environmental Setup 122

5.1.1 Installation of Moodle 122

5.1.2 Installation, Integration and Configuration of Blackboard Collaborate 124

5.2 Justification for the chosen tools 126

5.3 Implementation Technique 126

5.4. Setting up Asynchronous Learning Activities 127

5.4.1 FUTA SPGS Virtual Classroom Logon Screen 127

5.4.2 Course Setting Up 127

5.4.3 Adding and Deleting Courses 129

5.4.4 Creating and Editing User Account 130

5.4.5 Browse and Upload users 131

5.4.6 User Profile 134

5.4.7 Assigning Role to Users 135

54.8 Students Enrollment for Courses 135

5.4.9 Student Enrollment Period 136

5.4.10 Setting up CSC 806 (Expert System) 136

5.4.11 Linking Lecture Resource 137

5.5 Illustration of Asynchronous Mode Learning Activities 138

5.5.1 Lesson 139

5.5.2 Chat 139

5.5.3 Forum 140

5.5.4 Quiz 141

5.5.5 Glossary 142

x
 5.5.6: Assignment 143

5.6 Illustration of Synchronous Mode Learning Activities 144

5.6.1 In Session Invitation 145

5.6.2 Audio and Video Conferencing 146

5.6.3 Application and Desktop Sharing 147

5.6.4 Whiteboard 148

5.7 The Bulk SMS Module 149

5.7.1 Virtual Classroom SMS System Welcome and Logon Screen. 149

5.7.2 Generating List of Participant 151

5.7.3 Sending SMS 151

5.8 Business Continuity Strategy 152

5.8.1 Backing Up System Data 152

5.8.2 Restoring System Data 155

5.8.3 Logs 155

5.9 Virtual Classroom System Requirement 156

5.10 System Evaluation 157

5.10.1 Discussion of Survey Response 157

CHAPTER SIX

CONCLUSION AND RECOMMENDATION 165

6.0 Introduction 165

6.1 Conclusion 165

6.2 Contribution of the Research to Knowledge 165

6.3 Recommendation 165

REFERENCES 167
APPENDICES 173

xi
 LIST OF TABLES

Table 3.1: Moderator and Participant panel features privileges 79

Table 3.2: Moderators and Participant Video Privilege 81

Table 3.3: Chat activity and permissions indicator 82

Table 3.4: Moderator and Participant Audio and Video permissions 82

Table 3.5: Moderators and Participants permissions in Telephone Conference 83

Table 3.6: Moderator and participant Whiteboard Permissions 86

Table 3.7: Whiteboard Activity 87

Table 3.8: Application Sharing Indicator 88

Table 3.9: Advantages and disadvantages of Moodle 92

Table 3.10: Advantages and disadvantages of Blackboard Collaborate 93

Table 4.1: Database Entity Table 115

Table 5.1: Distribution of gender of respondents 158

Table 5.2: Age group of respondents 158

Table 5.3: Level of Study of Respondents 158

Table 5.4: Respondents VCS interface and experience 158

Table 5.5: Respondents interest in the use of VCS for conducting teaching and learning 159
Table 5.6: Respondents view on recommending VCS for teaching and learning 159

Table 5.7: Respondents view on the easy to identify and use of VCS tools and controls 160
Table 5.8: Respondents view on robust and possibility of technical problem in the VCS 160

Table 5.9: Respondents view on VCS reducing cost of teaching and learning 161

Table 5.10: Respondents acknowledgement of SMS message sent from the system 161
Table 5.11: Respondents experience with VCS real time interaction 161
Table 5.12: Respondents view on clarity of VCS real time audio and video session 162

Table 5.13: Respondents view on the use of VCS as substitute to traditional classroom 162
Table 5.14: Respondents view on the use of VCS to complement traditional classroom 163

Table 5.15: Respondent experience on the quality of Internet connection 163

xii
 LIST OF FIGURES

Figure 2.1: The Functional Components of a Digital Library 31

Figure 3.1: Adding a new forum 50

Figure 3.2: Adding a new discussion topic 51

Figure 3.3: Moodle Chat Interface 52

Figure 3.4: Interface for creating quiz question 53

Figure 3.5: A multiple-choice question quiz 54

Figure 3.6: New assignment interface 55

Figure 3.7: Assignment submissions 55

Figure 3.8: Adding a new lesson interface 58

Figure 3.9: Lesson construction interface 58

Figure 3.10: New wiki interface 60

Figure 3.11: Editing a wiki page 61

Figure 3.12: A blog page 63

Figure 3.13: Blog entries interface 64

Figure 3.14: Adding a new database interface 66

Figure 3.15: Database fields 67

Figure 3.16: A single template 67

Figure 3.17: Adding comment to a database entry 69

Figure 3.18: Setting preferences with advanced features 70

Figure 3.19: Blackboard Collaborate Features 76

Figure 3.20: The Participant Panel 78

Figure 3.21: New Participant Session Invitation 80

Figure 3.22: Audio and Video Panel Components 80

Figure 3.23: Chat Window 81

Figure 3.24: Whiteboard Components 85

xiii
Figure 3.25: File Transfer Window 89

Figure 3.26: Multimedia Library Window 90

Figure 3.27: Quiz Manager Window 91

Figure 4.1: Architecture of Hybrid Virtual Classroom System 95

Figure 4.2: Architecture of the SMS Messaging System 101

Figure 4.3: Conceptual diagram of the virtual classroom system 102

Figure 4.4: Application Tiers 104

Figure 4.5: Application objects 105

Figure 4.6: Data Processing Modules 106

Figure 4.7: Moodle User and Profiles Entity Relationship Diagram 116

Figure 4.8: Moodle Group Entity Relationship Diagram 117

Figure 4.9: Moodle Gradebook Entity Relationship Diagram 118

Figure 4.10: Moodle Block Entity Relationship Diagram 119

Figure 4.11: Moodle Network Entity Relationship Diagram 120

Figure 4.12: Moodle Backup Entity Relationship Diagram 121

Figure 5.1: FUTASPGS Virtual Classroom Administrator logon screen 127

Figure 5.2: Courses Administration Module 128

Figure 5.3: Course Categories 129

Figure 5.4: Adding /Deleting Course Category 130

Figure 5.5: User Accounts Management 131

Figure 5.6: Add a new user screen 132

Figure 5.7: Upload User Screen 133

Figure 5.8: Browsing to locate file to be Uploaded 133

Figure 5.9: Browse list of registered users 134

Figure 5.10: A Legitimate User Profile 134

Figure 5.11: Assigning Teachers Role 135

xiv
Figure 5.12: Course Outline Screen 137

Figure 5.13: Add Course Outline Activity screen 137

Figure 5.14: Students Lecture View of the Virtual Classroom 138

Figure 5.15: Downloading Lecture Note for Expert System 139

Figure 5.16: Week 1 Chart Screen 139

Figure 5.17: Chart Room 140

Figure 5.18: Forum Screen for Week 1 141

Figure 5.19: Week 1: Quiz Screen 142

Figure 5.20: Glossary Screen 142

Figure 5.21: Expert System (CSC 806) Glossary 143

Figure 5.22: Introduction to Expert System and AI Assignment Screen 144

Figure 5.23: Blackboard Collaborate Screen 145

Figure 5.24: Launching Blackboard Collaborate from the Moodle 145

Figure 5.25: Invite New Participant Process Window 146

Figure 5.26: Audio and Video Conferencing 147

Figure 5.27: Application Sharing Process 147

Figure 5.28: Shared Application Window 148

Figure 5.29: Whiteboard Window 148

Figure 5.30: SPGS Virtual Classroom SMS System Log on Screen 149

Figure 5.31: Administrator Logon Screen 150

Figure 5.32: SMS System Welcome Screen showing SMS Balance in the account 150
Figure 5.33: Generating List of User Phone numbers 151

Figure 5.34: Composed and Send SMS Screen 152

Figure 5.35: Moodle Backup Setting for CSC 806 (Expert System) 154
Figure 5.36: CSC 806 (Expert System) Backup Completed Screen 154

Figure 5.37: Restoring CSC 806 (Expert System) Backup 155

Figure 5.38: FUTASPGS Virtual Classroom Log 156

xv
 CHAPTER ONE

OVERVIEW OF RESEARCH

1.0 Introduction

Nigeria sees education as an instrument for national development and this is reflected in the

National Policy on Education of 1977, 1981, 1998, 2004 and 2005 editions. The development and

reform agenda of Nigerian government, over the years, rely on education as a springboard for

growth and development. In the early days of modern education in Nigeria, the ratio of students to

teachers was low and that of students to classrooms was low as well. In the last three decades, the

infrastructure at all the levels of Nigerian education system had been grossly inadequate. These

disabilities have caused considerable degradation of the performance of both teachers and

students in Nigerian schools Akinyokun, (2010).

While in the last millennium, an individual is considered to be educated if he or she can read and

write, in the current millennium, an individual is considered to be educated if he or she can read,

write and compute using computer tools and devices. Therefore, a major tool that can be used to

solve the problems of Nigerian education system is Information and Communication Technology

(ICT) Akinyokun, (2010).

Teachers face many difficulties when working with Information and Communication Technology

(ICT) in education. Many of the problems are caused by the lack of conformity of the used

technology with the educational requirements. It is clear that new ways of learning are some of

the next challenges for every industry. Learning is a critical support mechanism for organizations

to enhance the skills of their employees and at the same time useful for educational institutions.

Ljiljana et al., (2009).

1
e-Learning involves the use of electronic medium to access defined set of applications and

processes to achieve the goals of the traditional system. e-Learning serves as a critical support

Mechanism to educational system by enhancing effective and efficient performance of students

and teachers. Research works in the field of e-Learning are represented by a wide range of

applications, ranging from Virtual classrooms to remote course or distance learning systems

Hafiz, (2009).

According to Stephen et al., (2001), electronic base training is known as e-learning in which

students learn the instructional contents through electronic technology. As a result of this, e-

learning offers a wide range of learning strategies and technologies. Examples of technology

deployed in e-learning system are CD-ROMS, Video Conferencing, TV Lectures, Virtual

classrooms and Virtual Universities. e-Learning has the potential of higher quality of education,

more competitive workforce, increases literacy level, and also reduces the cost of education

training in institutions

The growing popularity of e-Learning has introduced virtual teaching and learning scheme

supported by an emerging concept described as virtual classroom. Virtual classroom is a

simulated classroom where learners practice the activities of traditional face-to-face classroom

system via the Internet. Virtual classroom reduces the cost of travelling, time wasted, and

expenses of on-site teaching and training programs. It can be used as a solution for live delivery

and interaction that addresses the entire process of creating and managing our teaching and

learning process. It also facilitates instructor and student in teaching and learning events such as

seminar, online discussion, and live training programmes for employees of particular companies.

Virtual classroom according to Atasi, (2008) is a teaching and learning environment located

within a computer mediated communication system. It consists of assets of group communication

and work “spaces” and facilities that are built in software. Brown et al., (1989) opines that

learning, both outside and inside school, advances through collaborative social interaction and the
2
social construction of knowledge. Students need to learn by interacting with their peers so that

knowledge can be acquired.

Virtual learning environments are hugely diverse in size, capability and services offered and can

cater for individuals ranging in attainment, ages and special needs. Like traditional classroom

manages the presence of professors and fellow learners, chat systems, audio and video

teleconference can help to attain such in virtual classroom. Also, course lecture notes, and

presentations can be delivered with the aid of online whiteboard system. Thus, virtual classroom

can be visualized as a classroom where lectures are conducted using the Internet as the medium of

interaction with learners.

1.1 Research Motivation

In Akinyokun, (2003), a Prototype of Multimedia System for Nigeria Universities Collaborative

Teaching and Learning was proposed. The objectives of the research are to develop a multimedia

system for online and real time sharing of the expert knowledge of lecturers in Nigerian

Universities and provide standards for the measurement and evaluation of students’ academic

performance in Nigeria Universities. The method and materials required to accomplish these

objectives were presented and a model of their connectivity’s was proposed. However, the

experimental study of that system using real live academic community data, information and

knowledge was not carried out.

In Fayed et al., (2006), e-learning model based on semantic web technology was proposed. The

objective of the work is to develop an application that will provide and allow e-learning content to

be created, annotated, shared and discussed, together with supplying resources such as lecture

notes, course description, documents, announcements, student papers, useful URL links, exercises

and quizzes for evaluation of the student knowledge. The limitations of the work ais that the

3
model does not incorporate virtual classroom features that could mimic the traditional classroom

such as blackboard, hand raising, and gesture.

In Adewale, (2007), formal description and architecture for adaptive, personalised e-learning

system was proposed. The objective of the research work is to develop an adaptive personalized

e-learning system. The systems focused more on activities involving the learners only.

Instructor’s contribution or level of involvement in the teaching and learning process were not

adequately captured. Group formation for collaborative studies is not open (some are done strictly

based on students with the same learning style). The author conclude that no single system can be

used to manage all the academic activities, records of students and entire classes throughout the

entire academic programme (sub-degree, degree).

In Liverpool et al., (2009), a model of e-learning in Nigerian higher education institutions is

proposed. The specific objectives of the research are to develop a model for addressing challenges

facing the development of teaching and learning with technology in Nigeria Higher Education

Institutions (HEIs), provide a road map for successful implementation of e-learning initiatives in

Nigeria and create a community of practice where Nigerian HEIs can share experiences through

collaboration. The research fails to capture traditional classroom features such as hand raising,

blackboard, absence of real time audio and video interaction between lecturers and students.

In Akinyokun, (2010), re-engineering teaching and learning in Nigeria schools using ICT is

presented. The specific objectives of the research are to develop multimedia system for teaching

and learning, develop a knowledge warehouse of experienced and competent teachers in choice

subjects in Nigerian schools to promote and facilitate the uniform distribution of expert

knowledge among collaborative Nigerian schools using ICT. The system is meant to enhance the

performance of students and teachers and provide a window to the terrain for normalizing,

standardizing and stabilizing the testing, measurement and evaluation of the performance of both

teachers and students in Nigerian schools.

4
The system has lecture capturing layer, lecture file server layer and lecture viewing layer. It is

characterized by mobile communications (wireless computer network), fixed communications

(cabled computer network) and Internet connectivity. The system is an integral part of a robust

instrument desirable for re-engineering teaching and learning in Nigerian schools, especially

tertiary schools. The platform for re-engineering teaching and learning in Nigeria school proposed

in this paper is a sensation of the author. It was not implemented using real life data, information

and knowledge capture in a university environment to know the effectiveness of the proposed

model.

In Obasa, (2010), an integrated Virtual Classroom System was developed. The research objectives

are to develop an integrated Virtual Classroom System characterized by ICT driven facilities,

combining moodle and elluminate live teaching and learning aids in the virtual classroom and to

carry out a case study of the integrated virtual classroom with a course titled “Database Design”.

However, the research did not address how to incorporate mobile messaging system into the

virtual classroom for alerting students of course schedule, assignments deadline and important

news on their phone, the research was implemented using a course in the polytechnic as a case

study.

In Adewale et al., (2012), a web based virtual classroom model was proposed. The objective of

the paper is to develop a mathematical model for web-based Virtual Classroom System

(WebVCS) that could provide a viable medium through which sound education can be offered in

tertiary institutions and cater for varieties of learners irrespective of their abilities, dispositions

and geographical locations. The model implementation did not address some of the characteristics

of traditional classroom system such as use of blackboard and hand raising and no case study was

cited for the implementation of the proposed model.

In conclusion, this research work is motivated by the limitations of the systems reviewed above

which include lack of synchronous platform with traditional classroom features in some of the
5
existing system, absence of real life demonstration of theoretical impression of authors with real

life academic data and lack of SMS communication between the Virtual Classroom System

application users and offline mobile users. This research shall address some of these limitations

with a view to provide a better system for teaching and learning.

1.2 Research objectives

The main objective of this thesis is to develop a prototype Virtual Classroom System (VCS) for

teaching and learning in a University environment while the specific objectives of the research are

to:

a. develop a prototype web based Virtual Classroom System using Moodle asynchronous and

Blackboard Collaborate synchronous learning management tools; and

b. carry out a case study of CSC 806 (Expert System), an M. Tech. degree course in the

department of Computer Science, Federal University of Technology, Akure to illustrate

the functionality of the proposed system.

1.3 Research methodology

The methodology adopted to achieve the objectives includes the review of existing relevant

literature on traditional learning, distance learning, e-learning system, digital library and Virtual

Classroom System. Use of Modular Object Oriented Dynamic Learning Environment

(MOODLE), an asynchronous learning management system hybridized with the elluminate live

now known as Blackboard Collaborate Don-McIntosh, (2012), a synchronous learning

management tool. The proposed Virtual Classroom System comprises of Moodle subsystem,

Blackboard collaborate subsystem and the Mobile messaging subsystem.

a. Moodle subsystem teaching and learning model

Moodle is an asynchronous learning management system. A set notation shown in equation 1.1 is

a collection of activities used to conduct teaching and learning in Moodle.

6

 = { , ,
, , , , ,
, } ……………………………………….… 1.1

where Mtl is a set of Moodle teaching and learning activities which are Forum (F), Quiz (Q),

Lesson (L), Assignment (A),Wiki (W), Chat (C), Blog (B), Mail (M), and Glossary (G). Each

activity has weight attributed to it based on their relevance in teaching and learning, equation 1.2

shows the set of weights of each activity.

 
  = {0.35, 0.25, 0.20, 0.16, 0.14, 0.10, 0.08, 0.05, 0.02}………… 1.2

For student S, registered for course K, Mtl(Sk) is given by:

  = ∑%#$ ∑"!#$[ ,! & ,! '&

,! ' ,! ) ,!  ,!  ℎ ,! 
,! ) ,! ] … … … … 1.3

∀ 0 ≤
   ≤ 1

where
  is the learning outcome of using Moodle learning activities by a student (S) for

course k. - is the week and . is the total number of weeks in a semester,  is the topics or

subtopics for each week in a semester and / is the total number of topics or subtopics in course k

for a semester.

b. Blackboard Collaborate subsystem teaching and learning model

Blackboard Collaborate is a synchronous learning management system. A set notation shown in

equation 1.4 is a collection of activities used to conduct teaching and learning in blackboard

collaborate.

 = {01, , 2, , , } …………………………….…………………... 1.4

where Btl is a set of blackboard collaborate teaching and learning activities which are Video &

Audio (Va), Whiteboard (W), Application sharing (As), Quiz (Q), File transfer (F), and Chat (C).

Each activity also has weight attributed to it as shown in equation 1.5.

   = {0.3, 0.2, 0.2, 0.1, 0.1, 0.1}……………………………….……… 1.5

For student S, registered for course K,   is given as:

   = ∑%#$ ∑"!#$[01 ,! & ,! '2 ,! )& ,! '& ,! ' ,! ] … … … … … … … … . .1.6

∀ 0 ≤   ≤ 1

7
where   is the learning outcome of using blackboard collaborate learning activities by a

student S for course k. - is the week and . is the total number of weeks in a semester,  is the

topics or subtopics for each week in a semester and / is the total number of topics or subtopics in

course k for a semester.

c. Virtual classroom system teaching and learning model

Equation 1.7 presents the learning outcome in the Virtual Classroom System for a particular

student in a specific course. The degree of success of the proposed system is the percentage

average of the output of both
 and  as shown in equation 1.7.

   +   

0    = 7 100 … … … … … … … … … … … … … … … … … … . . 1. 7
2

∀ 0 ≤ 0    ≤ 100%

Where 0    is the degree of success in using the proposed Virtual Classroom System for

teaching and learning.

d. Mobile SMS Messaging subsystem

The Mobile SMS Messaging subsystem is the communication medium in the Virtual Classroom

System to the mobile phone of registered users of the system. The SMS Push Service which

enable sending of information from application platform to users’ mobile phone is adopted for

this research work and the three SMS activities proposed to improve and promote awareness of

learning contexts by utilizing cell phone SMS functionality with the system are Learning Status

Awareness, Schedule Reminder, and Mentor Arrangement.

The Virtual Classroom System was developed using Hyper-Text Markup Language (HTML, Java

Script, and Hypertext Preprocessor (PHP) programming languages. My Structures Query

Language (MySQL) was chosen as the database management system. Case study of CSC 806

(Expert System), a course in M. Tech. degree, department of Computer Science, Federal

University of Technology, Akure was carried out to illustrate the performance of the proposed

system.

8
1.4 Expected Contribution to Knowledge

At the end of this research, a prototype web based hybrid Virtual Classroom System (VCS) for

teaching and learning in a university environment with features such as real time audio and video,

whiteboard, application sharing, hand raising and mobile messaging system would be provided.

1.5 Arrangements of the Thesis

Chapter one covers the general overview of the research which include introduction, research

motivation, research objectives, and research methodology.

Chapter two reviews some literature on distance learning, e-learning, virtual library, collaborative

teaching and learning, and virtual classroom. The review addresses research motivation,

objectives, methodology, contribution to knowledge and limitations.

Chapter Three focus on the in-depth study of the data processing features of Moodle and

Blackboard collaborate. In the chapter data processing features of Moodle and Blackboard

collaborate such as assignment, forum, wiki, chat, quizzes, lesson, and glossary, whiteboard,

video, audio, application sharing, file sharing, and hand raising were studied.

Chapter Four gives a detailed architectural and system design of the Virtual Classroom System.

The chapter presents the Moodle subsystem, blackboard collaborates subsystem and Messaging

subsystem. It also describe different modules in the knowledge repository which include the

application objects, data processing objects, course module, application tiers and message module.

Chapter Five presents the implementation of a prototype of the hybrid Virtual Classroom System.

It focuses on environmental setup, justification of tools and implementation techniques.

Illustrations of various learning activities of the asynchronous and synchronous learning platform

and evaluation of the user friendliness, cost and technical feasibility of the system were discussed

in the chapter. In Chapter six, conclusion, recommendations for future research work and

contribution of the research to knowledge were presented.

9
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

Chapter two reviews some literature on distance learning, e-learning, virtual library, collaborative

teaching and learning and virtual classroom. The review addresses research motivation,

objectives, methodology, contribution to knowledge and limitations.

2.1 Review of Literature on Distance Learning

Holmerg, (1990) defined distance education as the various forms of teaching and learning at all

levels which are not under the continuous, immediate supervision of tutors present with their

students in lecture rooms or in the same premises but which nevertheless benefit from the

planning, guidance and tuition (i.e. tutoring, teaching) of the staff of the tutorial organization. Its

main characteristic is that it relies on noncontiguous, i.e. mediated communication.

According to Kaufman et al., (2001) distance education means the delivery of useful learning

opportunities at convenient place and time for learners, irrespective of the institution providing

the learning opportunity. The author identifies four major characteristics of distance education.

These are institutional accreditation where learning is certified by an institution or agency, use of

variety of media for instructional delivery, provision of two-way communication to ensure tutor-

learner, and learner-learner interaction, and possibility of face-to-face meetings for tutorials for

leaner-learner interaction, laboratory or practice session or library study. The author emphasis the

importance of asynchronous and synchronous communication mode in distance education.

In Mudasiru, (2006), Problems and Prospects of Open and Distance Education in Nigeria is

presented: Every nation invests in education because it can produce unquantifiable benefits for

individuals, organizations and the society as a whole. Education is provided through formal and

10
informal means. In formal settings the conventional (face-to-face school instruction) and distance

education (offered with separation in terms of physical location of instructors and students) have

been used to provide educational opportunities to recipients. Open education though not new in

Nigeria has been given much prominence of recent. Many Nigerians benefited through the open

education (correspondence) of Rapid Result College, and Exam Success Correspondence College,

among others. In fact, like the Universal Basic Education (UBE), distance education is one of the

major pivots, on which the present Federal administration in Nigeria hopes to improve the

quantity and quality of instruction in Nigerian schools. It is also a means of providing access to

basic and tertiary education for Nigerians.

Mudasiru, (2006) identified the following problems with distance education in Nigeria:

a. Lack of consistency in programme/policy implementation: It is a known fact that

success in any educational policy is contingent on the involvement of all stakeholders and

sponsorship of funding agency by the government. A succeeding government truncated

the attempt at Open University in the early 80’s. Thus, successive governments in Nigeria

must not only allow the continuation of open and distance education programme, it must

be supported through adequate fund.

b. Problem of electricity: Since successful distance education cannot be assured without the

use of communication and technological tools (e-mail, fax, Internet, television, radio, etc.),

then the problem of electricity comes into focus. Several rural areas in Nigeria are yet to

have electricity, while the urban areas experience epileptic power supply. This will create

problems for effective integration of most technological media in the delivery of distance

education programme. Poverty among Nigerians makes alternative sources of electricity

non-visible to most Nigerians.

c. Poor telecommunication facilities and lack of access: Just like electricity most

Nigerians do not have access to telephone and other telecommunication facilities. Even,

11
 telephone lines in the urban centres are not adequate to serve the teeming population.

Services for those who have access are in most cases epileptic. These may make the

integration of telecommunication in the delivery of distance education difficult. In

addition, poor state of telephone has led to increase in dial-up cost for most Nigerians.

Even with the recent introduction of GSM in August, 2001, access is still limited and

services are yet to be perfect. Also, Service charge may make GSM unattractive for distant

learners.

d. Poor Postal System: The postal system in the country is not yet up to international

standard, in terms, of safety of goods, quick delivery of correspondences, accessibility to

remote areas, and so on. Although of recent improvements have been made in the post

services by NIPOST, the level of services, cannot guarantee efficient two-way

communication between distant learners and distance education institutions.

e. Poor economic situations and its effects on middle level manpower: - The poor state of

the nation’s economy has pauperized most Nigerians. Even an average middle income

earner cannot afford basic technological and communication gadgets. Thus, computer

related telecommunication facilities might not be useful for most Nigerians, as computer is

still a luxury in institutions, offices and homes. This may make the integration of

necessary on-line resources (e-mail, newsgroups, world-wide-web, etc.) into distance

education in Nigeria difficult.

f. Poor ICT Penetration: Like most African countries basic ICT infrastructures are

inadequate. A study by Nigerian Information Technology Professionals in America in

2002 indicated that given current ICT penetration it may take Nigeria 50 years to catch up

with America on the aspect of PC count per households Iromanto, (2004). The most

significant problem being the cost of PC. These problems if not addressed will impede

proper implementation of open and distance education in Nigeria. Therefore, efforts

12
 should be intensified to improve electricity, telecommunication and other communication

facilities in both urban and rural areas.

In Timothy et al., (2008), E-learning and Distance Education in Nigeria is presented.

Information and Communication Technology (ICT’s) in education in the developed countries

facilitated the establishment of 100% ICT – based University known as Virtual Universities. Here

in Nigeria, very few of our conventional universities are now carrying out their academic

activities through one form of ICT or the other. The urge to embark on e-learning is still a dream

to some higher institution because of poor and weak ICT’s infrastructure. The rapid growth and

expansion of ICTs in Nigeria offers an opportunity to consider its use in the promotion of distance

education (DE). It offers students considerable benefits including increase access to learning

opportunities, convenience of time, and place, making available a greater variety of learning

resources, improve opportunities for individualized learning and emergence of more powerful

cognitive tools (Khan, 1996; Pierre, 1998). The objective of the research is to carry out a

comprehensive study of distance education and e-learning in Nigeria with reference to National

Open University of Nigeria (NOUN).

The author reviewed literature on distance education and e-learning with emphasis on Nigeria

experience. The need for open and distance education in Nigeria and the role of National Open

University (NOUN) in the promotion of distance education in Nigeria was emphasized and

different programme offered by the NOUN and the student capacity since inceptions were

discussed.

The author identify media currently in used and the proposed one for NOUN distance education

programme to include Audio Cassette, Print, Radio, CD-Rom, and Internet. Currently, NOUN

relies heavily on print materials, and face-to-face tutorial services. But, considering the rapid

expansion of ICT’s in the country, NOUN has commence plan on the introduction of more

13
electronic media like CD-ROM, e-mail, internet and interactive e-learning systems for its courses

delivery to meet the yearning of the people and trend in ICT technological development. The

author elucidate the prospects of e-Learning in NOUN and several advantages it may offer NOUN

students such as learning what they need to learn and go at their own pace, the internet will

provide NOUN students with the opportunity to make choices about the type and direction of their

learning and gain feedback quickly and efficiently. The paper was purely qualitative and

quantitative research work.

2.2 Review of Literature on e-Learning

e-Learning systems have several names which basically mean the same: Virtual Learning

Environment (VLE), Learning Management System (LMS), Course Management System (CMS),

Learning Content Management System (LCMS), Managed Learning Environment (MLE),

Learning Support System (LSS) and Learning Platform (LP). In Europe the term VLE is mostly

used, but in United States the term CMS is favored over others.

e-Learning has been defined in different ways. For example, Irdan and Weggen, (2000) define e-

Learning as “the delivery of content via all electronic media, including the internet, intranets,

extranets, satellite broadcast, audio/ video tape, interactive TV, and CD-ROM”. According to

Meyen et al., (2002) e-learning can be defined as the “acquisition and use of knowledge

distributed and facilitated by electronic means”. However, it is noteworthy that these definitions

introduce e-learning as a way of transferring the content to the learner through the electronic

media.

Yet et al., (2007) define e-learning “as instruction delivered on a computer by way of CD-ROM,

intranet, or internet with the following features:

a. content relevant to the learning objective;

b. use of instructional methods such as examples and practice to help learning;

14
 c. uses of media elements such as words and pictures to deliver the content and methods;

d. instructor-led teaching and learning (synchronous e-learning) or self-paced individual

study (asynchronous e-learning);

e. builds new knowledge and skills linked to individual learning goals or to improved

organizational performance”.

Khan, (2005), also defines e-learning as “an innovative approach for delivering well-designed,

learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime

by utilizing the attributes and resources of various digital technologies along with other forms of

learning materials suited for open, flexible, and distributed learning environment”.

In Anu and Riitta, (2004), E-Learning Service offering is presented: The motivation for the

research work is that in Finland, both public and private organizations are actively applying

Information and Communication Technology (ICT) in adult education. Providing ICT-supported

education (e-learning) requires focus on the virtual setting, but also on physical and human

factors. Studying the e-learning phenomenon from a service perspective gives new insights into

how to provide better learner satisfaction. The research objectives are to create better

understanding of e-learning as a service and develop innovations in business models for Finnish

e-learning networks both in the private and public sectors.

The research method and materials involve comparative qualitative study of two e-learning cases

from Finnish organizations; one case from a polytechnic and one case from a large company. The

cases were studied using participative case simulation, an action research method. The method

enables gathering of rich data, since all key players are from the real-life, experience were gather

together to share knowledge on a case that was realized in the near past.

The researchers get to know how the case was executed in its reality, and not an idea about how it

should have been realized. The research questions based on the two cases were: which factors in

15
the e-learning service offering are critical for learner satisfaction? And what implications can

these cases have on the general theories of service offerings in the e-learning context?

The research shows that the study cases from a service process point of view presented a

framework of e-learning as a service provisioning. The framework emphasizes the fact that e-

learning require a mixture of physical and virtual servicing. The most important service element is

the interaction between the learner and the tutor. Effective comparism of e-learning system in

educational and industrial sectors and development of an enhanced e-learning framework for

effective teaching and learning was achieved. The research shows that the learners interviewed in

both cases felt discomfort with the user interface of the virtual learning environment (VLE);

Therefore, the learner used the VLE mainly to publish completed assignments, interaction

concerning the preparation for work occurred mainly face-to-face or by e-mail; The e-learning

technology does not prioritize the importance of the human face in learning; the research focus on

the experience of e-learning user in academic institution and business sector in Finland.

In Peter, (2004), KnowledgeTree distributed architecture for adaptive e-learning is

presented: The goal of the KnowledgeTree is to bridge the gap between the currently popular

approach to Web-based education, which is centered on learning management systems and the

powerful but underused technologies in intelligent tutoring and adaptive hypermedia.

Capitalizing on the success of integrated LMS, KnowledgeTree aims to provide one-stop

comprehensive support for the needs of teachers and students who are using e-learning. In doing

so it attempts to replace the current monolithic LMS with a community of distributed

communicating servers (or services). The architecture assumes the presence of at least four kinds

of servers: activity servers, value-adding services, learning portals, and student model servers.

These kinds of servers represent the interests of three main stakeholders in the modern e-learning

process: content and service providers, course providers, and students.

16
The learning portal represents the needs of course providers - teachers (trainers) and their

respective universities (or corporate training companies). A portal plays a role similar to modern

LMS in two aspects. First, it provides a centralized single-login point for enrolled students to

work with all learning tools and content fragments that are provided in the context of their

courses. Secondly, it allows the teacher responsible for a specific course to structure access to

various distributed fragments according to the needs of this course. Thus, a portal is a component

of the architecture that is centered on supporting a complete course.

The activity server is a component that focuses on the prospects needs of content and service

providers. It is centered on reusable content and services. It plays a role similar to an educational

repository in modern courseware reusability approaches, in the sense that it hosts reusable

learning content.

The student model server is a component that represents the needs and the prospects of students in

the process of e-Learning. This kind of server allows distributed e-Learning to be highly

personalized. Ideally, a student model server can support student learning for several courses. It

can be maintained by a provider (i.e., a university) or by the students themselves. It collects data

about student performance from each portal and each activity server and provides information

about the student to adaptive portals and activity servers that are then able to adapt instructional

materials to their students’ unique personalities and present development.

The implementation of KnowledgeTree architecture allows multiple portals that can support

different educational paradigms and approaches while providing access to the same universe of

distributed content and services. Technically, all activity servers and services can be considered

self-containing web server-side applications. They were developed using different technologies

and run on different platforms. WebEx and NavEx are Java based and run under Tomcat from

different computers. WADEIN is based on a Java applet, Quiz PACK is a classic CGI program

developed in C++ and running on a Sun server. Annotated is a Perl-based application delivered
17
from a Unix server. Quite often a student uses the capabilities of all these services in one session

without ever realizing that this session was supported by several applications running on different

geographically distributed computers. All these servers implement one simple, transparent login

protocol, a resource delivery protocol, and a student modeling protocol. They can work with any

portal and student-modeling server supporting these protocols.

Some of the limitation of the work is that the model comprises of various e-learning models that

was integrated to work together on a single platform which make it very complex to implement,

the subjective evaluation of KnowledgeTree architecture given is yet to be run and evaluated,

there is no synchronous learning tools among the models integrated to works together which make

real life interaction between student and lecturer impossible.

In Paudyal, (2006), a research on E-Learning Experiences and Sustainability is presented:

In most of the developing countries the blackboard and chalks are quite common teaching

materials to deliver the knowledge to the students. Students cannot think about virtual learning

techniques. But now, the use of computer technology and ICT tools are making possible for

virtual learning. The concept of distance learning is emerging in each of the academic institution.

Within this distance learning environment, the mode of teaching as well as learning has been

shifted from physical to virtual environment. The e-learning has become a part of education

system in most of the renowned academic institutions. The physical presence is becoming less

significant and the earth is becoming a global village due to web technology and development in

ICT.

The motivation for the research centered on the experience of the author on education. He was

born in a remote village of Nepal and had started his primary education with local chalk and

wooden slate (pati). He never thought that he would graduate from European Institution. But,

now, due to the advancement of technology and infrastructure, he stayed in his house and

completed M.Sc. Degree from ITC, Netherlands with good marks. It is just like a miracle

18
comparing to childhood times experience. The specific objective of the paper are to demonstrate

how distance M.Sc. Thesis supervision from Europe to South Asia is carried out, illustrates the

development of e-learning activities in Geoinformatics subjects of various academic institutions

and outline the Strength, Weakness, Opportunity, and Threats (SWOT) analysis of Distance M.Sc.

thesis supervision.

The paper review literature on background and the evolution of distance education. It then,

illustrates the development of e-learning activities in Geoinformatics subjects of various academic

institutions. It elaborates the ITC’s strategic plan 2005-2009 on a piloting of distance M.Sc.

Thesis supervision from Europe to South Asia and author’s personal experience were discussed.

A summary of SWOT (Strengths, Weaknesses, Opportunities and Threats) of this distance thesis

supervision was outlined, and finally, the paper provides some guidelines and recommendations

for distance thesis supervision through ICT tools for the success of the study.

The paper exposes the techniques and methodologies adopted in carrying out Distance M. Sc.

Thesis supervision and show how thesis defense was conducted in distance and interactive mode

between student at Nepal and audience at ITC. The limitation of the paper is that it focuses more

on distance thesis supervision without given much attention to teaching and learning aspect; the

details components of the e-learning model in used in the various institutions highlighted were not

presented.

In Fayed et al., (2006), a report on e-learning Model Based on Semantic Web Technology is

presented: The research works in the field of E-learning are represented by a broad spectrum of

applications, ranged from virtual classrooms to remote courses or distance learning. Web-based

courses offer obvious advantage for learners by making access to educational resources very fast,

just-in-time, and relevance at any time or place. The objectives of the work are to develop an

application that will allow the creation, annotation, and sharing of e-learning content together with

19
supplying resources such as lecture notes, course description, documents, announcements, student

papers, useful URL links, exercises and quizzes for evaluation the student knowledge.

Semantic Web model was introduced for the web-based e-learning system. The technologies used

in the implementation of the semantic web-based e-learning system include PHP platform,

Apache Web Server, MySQL database and RAP (RDF API for PHP) web toolkit. The major

contribution of the research work is the successful development, implementation and evaluation

of the proposed Semantic Web-based model for e-learning.

The proposed model provides related and useful information for searching and sequencing

learning resources in Web-based e-learning systems. The model can help a developer or an

instructor to develop a learning sequence plan by helping the instructor understand why and how

of the learning process. The limitations of the proposed Semantic Web-based E-learning model

was lack of features that could mimics the traditional classroom such as blackboard and hand

raising, lack of synchronous learning platform in the model. The method used for announcement

was not well documented in the research work.

In Bourbia et al., (2008), an Adaptive E-learning Platform using IMS Learning Design (LD)

is presented: The main objectives of the work are to rationalize the production of educational

scenarios by using the IMS Learning design specification for the reuse and the interoperability of

the realized patterns (models) and to conceive a platform of e-learning that assures the

individualization of the learning by allowing the learners to have their course adapted to their

cognitive levels on one hand and to rationalize the production of educational scenarios by using

the IMS Learning design specification that permits the re-use and the interoperability of the

realized models on the other hand.

IMS LD provides a conceptual frame to model a learning unit in which the scenario bases on a

theatrical metaphor. The IMS LD specification allows the formalization in a computer language

20
of a varied scenario of learning; it inserts three levels of presentation (A, B and C) which is

integrated together Gilbert, (2006). The level A is the one of base. It allows the specification of

the educational activities ordered in the time and performed by the learners and teachers in the

context of an environment which consists of learning objects and services. The basic element is

the method which is a sequence of elements which allows the definition of the dynamics of the

learning process.

The level B integrates the level A by adding properties and conditions allowing a more advanced

and more flexible representation of the learning process. The properties are used to store the

information on a person or on a group of persons. The conditions allow deciding on the evolution

of an educational scenario at some point. By the evaluation of an expression we can decide,

according to its result, which courses will be following? The level C integrates the level B by

adding it in the notifications. The level C allows the transmission of the messages of a role or the

addition of new activities associated with a role, which would be the consequences of the

appearance of the events during the learning process Ecaterina et al., (2007). Besides the basic

and crucial structure provided by the Level A, the elements of the Levels B and C become the

actual key for adaptation, as they combine properties with conditions and other features that

encourage and make the content and the learning flow more flexible.

The proposed model SAAD is a multilingual environment (Arabic, French) for teaching distance

learning using communication and information technologies and particularly the Internet and

hypermedia. Relying on customer-server architecture, the platform is developed in PHP "Personal

Hypertext Preprocessor” and MySQL”. All the data is stored at the level of the server in a

centralized database. The Platform SAAD integrates an editor of educational scenario (Reload

Editor1) and provides a support (CopperCore2) to the execution of this latter, which generates an

instantiation of the learning process for each learner. This allows a great flexibility to adapt the

courses to the real need of the learner.

21
The system consist of the Trainer interface which is the person in charge of the formation has the

possibility to follow all the actors (Learner, teacher/tutor and scenarios author) in the system with

their registration; he assures the good functioning of the platform. It has a power of administration

of the various accounts of the users (creation, destruction, management of access rights). The

Author interface assures the formalization of the educational scenarios in narrow agreement with

the teacher. The Teacher interface is a platform that gives a teacher a set of features which allow

him to make his tasks in a good condition and in an efficient way. The teaching interface offers a

description (textual and graphic) of the existing educational models, so that the teacher is free to

choose the most appropriate scenario to its educational intentions and to deposit the necessary

resources (contextualization of the scenarios). The teacher is the first responsible on the creation

of the pedagogical objectives and the concepts of the subject to be taught. Lastly, the Learner

interface is the active space of our platform. The capital role of the interface is to give the learner

the access to adapt courses in learning as well as to the space of communication and interaction.

He can learn the concepts of the subject to be taught and self-assess. He must first register

(affectation of the accounts), what invokes the display of registration form (personal information)

then a form on the objectives to attain. From the information on the intentions, the system

generates an initial profile of the learner and presents him the educational scenario which is the

most appropriate to its learning.

The system was implemented with the creation of a Web site which is the SAAD platform, by

leaning on the IMS Learning Design (LD) standard to set up a set of adaptive courses which a

learner is going to follow according to his profile. For the realization of the educational scenarios

in accordance with IMS LD standard, the author choose Reload LD Editor which is the most

evolved tool and the only one to allow to conceive learning unit with level A, B and C.

Furthermore, the Coppercore player was integrated into the application in a transparent way to

execute the accomplished models. Coppercore provide an open source software component that

22
can process the IMS LD specification encapsulating it is complexity for developers wanting to

integrate LD in their environment. The limitations of the model are that it does not have

synchronous learning mode and it was implemented in bilingual (French and Arabic) which make

it unsuitable for the majority who uses English Language for teaching and learning.

In Liverpool et al., (2009), a Model for e-learning in Nigerian Higher Education Institutions

(HEIs) is presented: In the last 20 years Nigerian Higher Education Institutions (HEIs) have

experienced staggering increases in student population, while working with inadequate resources.

They continue to use outdated course materials and old instructional perspectives that are

damaging institutional prestige. The best and brightest students are rejecting local institutions in

preference for overseas training and opportunities. Nigerian HEIs are therefore losing the most

valuable national resources. Entrepreneurs and professionals are taking the HEIs less seriously

and they are deprived of potential supporters, partners and lecturers. It is now imperative to

embrace change and make the paradigm shift into 21stcentury education. This is the only way for

Nigerian HEIs to address the lacks, become relevant, survive, and grow.

The specific objective of the research are to develop a model for addressing challenges facing the

development of teaching and learning with technology in Nigeria Higher Education Institution;

provides a road map for successful implementation of e-learning initiatives in Nigeria and to

create a community of practice where Nigerian HEIs can share experiences and collaborate to

address the challenges inhibiting the efforts to integrate technologies for teaching and learning.

Literature review on e-learning was carried out, most especially as relating to JOS ICT Math

initiative.

The research work identified six areas in which institutions should pay particular attention when

implementing an ICT strategy in higher education as follows: 1) integration of ICT into the

curriculum; 2) definition of ICT skills; 3) training of students and academic staff; 4) common

learning environments and consistent instructional approaches; 5) accessible and effective ICT

23
service and support; and 6) monitoring and benchmarking. All six key areas were addressed in the

University of Jos ICT Maths initiative.

The author proposed models for implementing e-learning initiatives based on the experiences of

the ICT Maths initiatives at the University of Jos. Two models for pre e-learning implementation

and the implementation stage in Higher Education Institutions (HEIs) were proposed. The

proposed model was implemented with Knowledge Environment for Web-based Learning

(KEWL) as Course Management System (CMS) and MOODLE as a Learning Management

System tools. The models proposed do not make provision for synchronous learning platform as a

substitute for traditional classroom. The system does not include real time audio and video

interaction between lecturers and students.

In Said et al., (2010), the development of a Dedicated Web-based Learning System is

presented: The fields of Learning Management Systems (LMS) and Learning Content

Management Systems (LCMS) are full of open source and commercial products including

blackboard, WEB CT, and Moodle. These systems are tutor-oriented, not designed to facilitate

personalized learning support for an individual learner. Professors and students, frustrated with

current LMS, need a new, innovative, user-friendly alternative to encourage and empower

students to take control of their education, and teachers to explore new styles of teaching,

depending on their students’ needs. It is a nature thought for us to build a virtual classroom over

networks that can provide live courses and lectures for instructors and students while closing the

gap between the participants in distance. Most of the students in the developing world, especially

in the Middle East region, suffer from limited English proficiency, in addition to their limited

computer skills. These obstacles compose a barrier to, and impose limitations on the design and

implementation of e-Learning systems.

24
The objective of the paper is to design a simple user friendly, customized, learner-oriented e-

learning system that facilitates the learning process and to create the material of a specific course

conforming SCORM as a case study. The author review literature on different Learning

Management System (LMS) and Learning Content Management System (LCMS) developed by

different authors. The prototype of the proposed e-learning platform was developed on the

Microsoft Active Server Pages technology and can be used on any network based on a Windows

Server. The database was created with SQL SERVER 2000 application. The actors of the system

are: Administrator, course-creator, tutor, and student. The limitations of the system are that it does

not incorporate characteristics of physical classroom such as real time audio and video,

blackboard and hand raising; The e-learning system is platform dependent (Windows); Also, the

efficiency and effectiveness of the system was not evaluated.

2.3 Review of Literature on Virtual libraries

A virtual library has been defined by Gapen, (1993) as, “the concept of remote access to the

contents and services of libraries and other information resources, combining an on-site collection

of current and heavily used materials in both print and electronic form, with an electronic network

which provides access to, and delivery from, external worldwide library and commercial

information and knowledge sources”. Virtual Library is another kind of Digital Library which

provides portal to information that is available electronically elsewhere. Librarians have used this

term for a decade or more to denote a Library that provides access to distributed information in

electronic format through pointers provided locally. The speedy and wide access to current

information contents makes virtual libraries a global symbol of the information access paradigm.

[Saracevic, 1999) defines virtual libraries as organized collections of digital information. They are

constructed collections organized for a particular community of users, and they are designed to

support the information needs of that community. Virtual libraries can offer resources from many

25
sources and in many formats, including audio and video. The items in these virtual collections do

not have to reside on one server, but they share a common interface to assist the user in accessing

the collection. The emphasis in virtual libraries is on organization and access, not on physical

collections Baldwin and Mitchell, (1996).

School libraries can exist in two different spaces, a physical space and a virtual space. Each space

enables different learning activities and serves different purposes for learning [Bruce and Leander,

1997). Many libraries exist only in one space, whereas others maintain a hybrid space, both a

physical and virtual space, in recognition of the distinct information uses and learning activities

that can occur in each environment. All libraries, whether virtual or physical, create an

environment for learning.

2.3.1 Advantages of Virtual Libraries for Student Learning

According to Holly, (2002) the advantages of Virtual Library for Student Learning are:

a. Virtual libraries offer opportunities for learning that are not possible in their physical

counterparts. Whereas physical libraries operate with designated hours, virtual libraries are

available anytime and anywhere there is an Internet connection. "A paradigm shift takes

place from libraries as collectors of items to libraries as facilitators of access to all kinds of

information, provided by anybody, located anywhere in the world, accessible at any time".

b. Virtual libraries, especially those with customized collections, facilitate just-in-time

learning. Riel, (1998) described just-in-time learning as learning needed for a particular

task or purpose. Just-in-time learning can be independent of time and place [Riel, 1998;

Weinberger, (1997). Schools with virtual libraries can make resources available just in

time for specific assignments.

26
c. Virtual libraries provide immediate access to a range of resources not available in physical

collections. Virtual libraries often contain more up-to- date information than physical

collections. Their sources can be searched more efficiently than those in physical libraries,

and the information they contain can be updated more frequently. Well-designed virtual

library collections are organized and managed to increase the productivity and efficiency

of the user Saracevic, (2000); Schamber, (1990). Roes, (2001) believed that virtual

libraries complement other virtual learning environments such as those provided in

distance education and courses offered online.

d. Virtual libraries can empower the user and promote informal learning. Marchionini and

Maurer, (1995a) saw advancing informal learning as the most important change created by

virtual libraries. Virtual libraries, which are customized for the learning needs of particular

users in schools, classes, or individuals-enable just-for-me learning. Just-for-me learning

can be tailored to individual learning styles, preferences, and other characteristics of the

learner or community of learners. Teacher librarians who have selected online resources

for specific classes, teachers, or student groups are facilitating just-for-me learning.

e. Virtual libraries break down the physical barriers between users and information sources

Marchinoini, (1995b). Virtual libraries are usually constructed following the individual

learning model. This model allows access to material and enables just-in-time and just-

enough learning Jasinski, (1998); Riel, (1998). The term just-enough learning comes from

the business world where customized training provides just enough information or

learning in order to complete a particular task. Just-in-time learning is a common term in

e-learning. Just-in-time learning offers just enough information to solve a current problem

without the distraction of additional information. This type of learning is made possible

through the presentation of carefully selected resources to support the curriculum.

27
 f. Virtual libraries can be constructed to facilitate collaboration among learners either

synchronously (real-time), or asynchronously. They can also incorporate instruction,

tutorials, and reference service or assistance by e-mail or in real time.

2.3.2 Features of a Virtual Library

Muttayya, (2007) identified features of virtual library to include provision of speedy and wide

access to updated information in a global manner, cataloguing of book materials and Non Book

Materials (NBM) on databases and websites. It provides greater emphasis on access and not on

collection. It is time saving, It results in a creation of digital divide because only developed

countries with strong funds for automation and fulfilling infrastructural requirements for Virtual

Library can afford to support Virtual Library services.

The function of a Virtual Library is to ensure the systematic development of the means to collect,

store, and organize information and knowledge in digital form and to provide easy and affordable

access to it around the clock from various locations. In general, a Virtual Library provide ICT-

based access to a range of digitally available publications for educational purposes available in the

public domain and from other sources; provide access to distance education materials; contribute

to the efficient delivery of information to students, researchers and teachers of all universities and

other educational institutions; strengthen communication and collaboration between and among

the research, library and educational communities, nationally, regionally and internationally; offer

lifelong learning opportunities.

Virtual Library is to underpin learning and acquisition of knowledge, to provide a more solid

basis for education and to enhance quality of life by drawing on digitally available (preferably on-

line) books, materials and journals via ICT-based tools. A Virtual Library provides remote (on-

line or CD-ROM-based) access to a variety of national and international content (e.g. curricula,

learning materials, books, journals, magazines, newspapers), services traditionally offered by

28
libraries and other information sources. Virtual Libraries thus combine materials in electronic

format with an electronic network which ensures access to and delivery of those materials.

2.3.3 Virtual Library and Lifelong Learning

The use of multimedia systems is embedded part of a process of lifelong learning through the

Virtual Library. The Virtual Library appears to offer substantial benefits to lifelong learners over

both formal study and conventional open learning. Virtual lectures in particular provide an

advanced interactive learning tool with distinct advantages in terms of engagement and flexibility.

Students benefited from the interactivity of the environment and its self-assessment facilities.

They also welcomed being able to study in their own location, time and at their own pace. The

virtual lectures have a number of advantages including interactivity, adaptation, simulation,

demonstration and integration. They facilitate active learning rather than the more passive

learning associated with conventional open learning materials Muttayya, (2007). The Virtual

Library aims to be subject neutral.

2.3.4 Design of Virtual Library

According to Muttayya, (2007), the design of a comprehensive Virtual Library and its proper

implementation, needs the examination of the feasibility of how best to create, operate and

expand, taking into account of the availability of present infrastructure etc. In this context, the

following issues must be addressed:

Institutions to be included such as universities, polytechnic and other training institutions libraries

etc); Access modalities (institutional and/or individual); Content themes (faculties and subjects to

be covered in connection with higher and tertiary level curricula); Content form (access to

existing materials and the need to create new content in English, and/or other national languages;

content in the public domain; inclusion of commercially available content); Content delivery

(combination of online and offline ICT approaches and products); Content access (cataloguing
29
and indexing), including relationship with the Union Catalogue; ICT infrastructure and equipment

needs/availability at institutions concerned (including connectivity and networking capacities, use

of freeware, tariff negotiations; suitability of equipment to climate and local conditions);

Architecture of the virtual library (access and centralised vs. decentralized services); Training

needs (to set up, manage and use the Virtual Library); Links to already existing national virtual

library and virtual laboratory projects; Partnerships with other regional and international virtual

library initiatives Muttayya, (2007).

2.3.5 Components of a Digital Library

According to Sun Microsystems, (2002) a fully developed digital library environment involves the

following elements presented in Figure 2.1.

a. Initial conversion of content from physical to digital form;

b. The extraction or creation of metadata or indexing information describing the content to

facilitate searching and discovery, as well as administrative and structural metadata to

assist in object viewing, management, and preservation;

c. Storage of digital content and metadata in an appropriate multimedia repository. The

repository will include rights management capabilities to enforce intellectual property

rights, if required. E-commerce functionality may also be present if needed to handle

accounting and billing;

d. Client services for the browser, including repository querying and workflow;

e. Content delivery via file transfer or streaming media;

f. Patron access through a browser or dedicated client; and

g. A private or public network.

30
 Figure 2.1: The Functional Components of a Digital Library (Adapted from Sun Microsystems)

2.4 Review of Literature on Collaborative Teaching and Learning

NMC and Educause, (2008) defines Collaborative learning as an instructional method in which

students’ team together on an assignment. In this method, students can produce the individual

parts of a larger assignment individually and then “assemble” the final work together, as a team.

Whether for a semester-long project with several outcomes or a single question during class,

collaborative learning can vary greatly in scope and objectives. Cooperative learning, sometimes

confused with collaborative learning, describes a method where students work together in small

groups on a structured activity. Students are individually accountable for their work but also for

the work of the group as a whole, and both products are assessed.

Brown et al., (1989) opines that learning, both outside and inside school, advances through

collaborative social interaction and the social construction of knowledge. Students need to learn

by interacting with their peers so that knowledge can be constructed. The modern web technology

31
provides enabling environment for students to explore knowledge as well as the communication

convenience for them to interact.

In Akinyokun, (2003), a Prototype of Multimedia System for Nigeria Universities

Collaborative Teaching and Learning is presented: The motivations for the research are

inadequacy of infra-structural facilities in Nigeria Universities; the poor performance of public

utilities such as postal service and telecommunication system to support distance learning through

prints; lack of uniformity in mode of teaching and instructional materials in Nigeria universities;

and high ratio of students to lecturers in Nigeria Universities. The objectives of the research are to

develop a multimedia system for sharing the expert knowledge of lecturers in Nigeria Universities

and provide standardization for the measurement and evaluation of students’ academic

performance in Nigeria Universities.

The research methodology adopted involves design of a Multimedia computer network system for

Federal University of Technology, Akure. A star-ring topology was used for the computer

network design. Cabled and wireless network were made to co-exist and facilitate both fixed

communication and mobile communication. A website was developed using Hypertext Markup

Language (HTML) for easy access to the online lectures at remote sites. A prototype of the

system was developed and tested with a view to determining practical functions. The research

provides a tool for sharing the expert knowledge of lecturers in choice subjects in Nigeria

Universities and practical demonstration of the functions of the developed multimedia system.

Other advantages of the work include utilization of ICT facilities to deliver lecture to students at

remote locations; availability of lecture materials 24 hours a day and 7 days a week; ability to

share expert knowledge of lecturers in choice subjects; and the work sets a standard for online

lecture delivery.

32
Some of the limitations of the work are the adoption of unicast routing protocol, lack of

evaluation mechanisms such as assignments, quizzes and lessons. Lack of lecturer-student

collaboration and feedback mechanism and the use of e-mail to provide students and lecturers

interactions create a knowledge divide.

In Akintola, (2004), the Development of Computer Network System for Teaching and

Learning in Nigerian University is carried out: The motivation for the research includes the

scarcity of experts in several fields of specialization in higher institutions; increase in the cost of

obtaining higher education degree; scarcity of human and material resources to support our

teeming population; non-effectiveness of methods and media of instructional delivery in distance

learning such as print, instructional radio, instructional television and so on and inadequate timely

feedback in the existing methods of instructional delivery.

The objectives of the research are to design a computer network for teaching and learning in the

Federal University of Technology, Akure (FUTA); construct a model of computer network for

teaching and learning in FUTA and provide a platform for sharing the knowledge of lecturers in

choice subjects across Universities in Nigeria. The research was a follow up of Akinyokun 2003.

The research method and materials involve literature review of both wired and wireless network.

The techniques of computer multimedia network such as video standards, video capturing, video

storage, video compression, and video transmission both live and on demand were also studied. A

star-ring hybrid topology was proposed. The multimedia system design involves the lecture

capture station, lecture file server station and playback station. The capture stations were

connected using UTP cable. The viewing stations were connected to server using fibre optics to

form a single intranet. Wireless access to the network was achieved using wireless access points

which were fixed at the strategic locations. Some of the contributions of the research to

Knowledge are the development of a multimedia system for teaching and learning, an online and

on-demand lecture programme that support the viewing of lectures that are going on in real time
33
mode as well as lectures that have been stored for playback. The proposed system supports both

fixed and mobile communications. The limitations of the paper are absence of natural features of

physical classroom such as emotion indicators, hand raising and classroom control and lack of

evaluation mechanism such as assignments, quizzes and lessons.

In Akinyokun, (2010), emphasis is on Re-engineering Teaching and Learning in Nigeria

Schools Using ICT: Inadequate infrastructure (electrical energy, staff office, lecture theatre,

lecture room, laboratory, library, hospital, sports/recreation centre, hall of residence and so on),

low rate of growth of teaching staff population, inadequate multimedia facilities for teaching and

learning, poor linkage, collaboration and partnership of stakeholders are the characteristics of

Nigeria Higher Institutions.

The specific objectives of the research are to develop multimedia system for teaching and

learning, develop a knowledge warehouse of experienced and competent teachers in choice

subjects in Nigerian schools to promote and facilitate the uniform distribution of expert

knowledge among collaborative Nigerian schools using ICT. The system is meant to enhance the

performance of students and teachers and provide a window to the terrain for normalizing,

standardizing and stabilizing the testing, measurement and evaluation of the performance of both

teachers and students in Nigerian schools.

The system has lecture capturing layer, lecture file server layer and lecture viewing layer. It is

characterized by mobile communications (wireless computer network), fixed communications

(cabled computer network) and Internet connectivity. The system is an integral part of a robust

instrument desirable for re-engineering teaching and learning in Nigerian schools, especially

tertiary schools. The platform for re-engineering teaching and learning in Nigeria school proposed

in this paper is a sensation of the author. It was not implemented using real life data, information

and knowledge capture in a university environment to know the effectiveness of the proposed

model.
34
2.5 Review of Literature on Virtual Classroom

With the development in the global network of information, technology contributed to the

emergence of different methods and techniques of teaching and learning such as virtual

classroom. These classrooms offer different tools that make courses more effective. For instance,

they provide easy ways for uploading and sharing materials, for collecting and reviewing

students‟ assignments, for making online chats and debates, and for given exercises, for

conducting surveys, and for recording grades Cole, (2005).

Dickinson, (1995), defines virtual classroom as “a teaching and learning environment located

within a computer mediated communication system”. The virtual classroom mimics the traditional

classroom with regard to the presence of teacher and students but on the World Wide Web rather

than face-to-face environment. But as yet the former is superior to the latter in many aspects. One

of these aspects is that the virtual classroom accommodates any number of students irrespective of

age, geographical location and time.

Furthermore, the virtual classroom offers tools which could help reduce the heavy tasks that the

course management staff and teacher do in normal class such as following up students’

‟attendance, correcting and recording grades”. All those activities could be done electronically

and could allow management staff and teacher of the course to devote their time for other tasks

which could improve the quality of the course Young, (1999). Another advantage of the virtual

classroom is that it is cost-effective as it does not need buildings, not to mention the fact that it

gives students more room to view and navigate through different sources of knowledge on the

internet. Although, two types of virtual classrooms exist depending on the tools, software and

techniques to be used.

35
2.5.1 Synchronous virtual classrooms

Synchronous virtual classrooms are those which supported by software that enable the teacher and

students to communicate online at the same time from different locations Hrastinski, (2008). The

software used in synchronous virtual classroom has many advantages that could facilitate the

learning processes. One of the advantages is the possibility that the teacher and students can see

each other during the lectures and during discussion times. Moreover, the fact that the students

might be taken on a synchronous tour on different websites where the students can see the sites

that have been browsed by the teacher could be an added advantage.

For the purpose of this work Synchronous virtual classroom is define as a real time teaching and

learning tool that facilitate two way (bi-directional) interaction and communication between

lecturer and students. It incorporate features of traditional classroom such as blackboard, hand

raising and gesture.

However, given all its advantages the software is not widely used in developing countries due to

poor internet connection speed. Teacher and students in synchronous virtual classrooms often

need modern devices in addition to high speed connection Al-Mubarak, (2004). Examples of

software that could be used for synchronous virtual classrooms are blackboard collaborate, adobe

connects, paltalk program, roomtalk program, ph virtual classroom, Centra program, and Learning

program.

2.5.2 Asynchronous Virtual Classrooms

Asynchronous virtual classrooms are self-paced e-learning systems that enable students to review

the instructional material and therefore interact with the course content via internet at the

appropriate time and place. The main advantage of asynchronous virtual classroom is the

flexibility in the time, where the learner could log on to asynchronous virtual classroom any time

to send messages to the instructor or colleagues and review or download documents. It also gives
36
the students enough time to contribute more thoughtfully as compared to synchronous classroom

Hrastinski, (2008).

Learning management systems are an example of integrated software that could be used to help

the faculty to implement and manage such classrooms Papastergiou, (2006). Learning

management systems have been defined as software that can provide a variety of tools for sharing

and delivering different types of instructional materials, and facilitate tasks such as giving

immediate feedback, student registration etc. Mimirinis & Bhattacharya, (2007); Ozdamli, (2007).

There are two types of learning management systems, commercial learning management systems

such as SchoolGen, WebCt, and Blackboard in which users have to pay to use them, and non-

commercial learning management systems which are open source software and generally free to

use such as Caroline, Bazaar, and Moodle Ozdamli, (2007).

Obasa, (2010), presents the Development of an Integrated Virtual Classroom System:

According to the author, the population of school age citizen in Nigeria and other parts of the

world keep increasing at a geometric rate compared to the number of existing institution and their

infrastructure. These issues have adversely affected the quality of educational system in recent

times. The existing knowledge divide between teachers and students have been clearly identified

as one of the major challenges currently facing the educational system in Nigeria and other parts

of the world. The research was inspired by the need to bring education closer to the people

regardless of where they reside, whether in a rural area or in an urban center (developing or

developed country) at a cost that is highly affordable.

The Research objectives are to develop an Integrated Virtual Classroom System that is

characterized by ICT driven facilities, integrate Moodle and Eluminate Live as teaching and

learning aids in the virtual classroom and carry out a case study of the integrated Virtual

classroom with a course titled “Database Design” to evaluate the performance of the system.

37
Review of literature on the mode of teaching and learning, relevance of education and other

related works was carried out. The system was designed and develops with the following tools,

HTML, PHP, JAVASCRIPT, MYSQL, MOODLE and ELUMINATE LIVE. The application was

tested on a machine that runs Microsoft Windows Vista and Wamp Software package.

From the research, it was discovered that the integration of synchronous and asynchronous mode

of teaching and learning in higher institution is achievable. The integration provides an enabling

environment for teaching/learning as well enhances collaboration among students, between

students and lecturers and among lecturers, e.tc. The research work does not provide a

mathematical model for the virtual classroom system; it does not address how to incorporate

mobile messaging system for communicating important information on teaching and learning into

the virtual classroom system. The whiteboard in the system can only be used for displaying

presentation. The Developed Integrated Virtual classroom was implemented for teaching and

learning in Polytechnic environment.

In Adewale et al., (2012), the Development of a Web-Based Virtual Classroom System

Mathematical Model is presented.

The author predicted that the population of students all over the world is growing without a

proportionate increase in teaching/learning resources/infrastructure. There is also much quest for

learning in an environment that provides equal opportunities to all learners. The need to provide

an equal opportunity learning environment that will hitherto improve the system of education

globally has therefore become imperative. The modern web technology provides enabling

environment for students to explore knowledge as well as the communication convenience for

them to interact. Virtual learning environments are hugely diverse in size, capability and services

offered can cater for individuals ranging in attainment, ages and special needs.

38
The objective of the paper is to develop a “Mathematical Model Web-based Virtual classroom

system (WebVCS)” that could provide a viable medium through which sound education can be

offered in tertiary institutions, that can cater for varieties of learners irrespective of their abilities,

dispositions and geographical locations.

Related literature were review on e-learning and virtual classroom that established that learning

opportunities offered through the virtual classrooms far outweighs that obtained in the traditional

classroom environment. The author then proposed a Mathematical Web-Based Virtual Classroom

System (WebVCS) model which is related in function to all the systems being examined and

described above. There were eight modules in the WebVCS which are CourseRoom, Schedules,

MediaCentre, Learning, Profile, Assessments, Administrative and Database module.

The authors mathematical model can be used for computing students overall learning performance

in the Web-based Virtual classroom, Instructor’s Level of Involvement in the Web-based Virtual

classroom and the overall Web-Based Virtual classroom performance. The Web Based VCS

Mathematical Model was developed and implemented. Some of the limitation of the work is that

the WebVCS does not have features of traditional classroom such as emotion, hand raising. No

case study was mentioned for the implementation of the Mathematical Model for Web-based

Virtual classroom. The efficiency of the model was not evaluated.

39
 CHAPTER THREE

THE STUDY OF MOODLE AND BLACKBOARD COLLABORATES

3.0 Introduction

In this chapter, the features of Modular Object Oriented Dynamic Learning Environment

(MOODLE) and Blackboard Collaborate Don McIntosh, (2012) were studied with emphasis on

their front-end, data processing and back-end engine.

3.1 Moodle Platform.

Moodle is a free open source e-learning platform known as Course Management System (CMS),

Learning Management System (LMS), or Virtual Learning Environment (VLE) that university,

polytechnic, colleges, secondary schools, businesses, and even individual instructors can use to

add web technology to teaching and learning system. More than 70,000 educational organizations

around the world currently use Moodle to deliver online courses and to supplement traditional

face-to-face courses. Moodle is available for free on the Web (http://www.moodle.org), so anyone

can download and install it. Its open source license and modular design allow people to develop

additional functionality to improve the usefulness of the system.

The name Moodle has two meanings. First, it is an acronym for Modular Object-Oriented

Dynamic Learning Environment. Moodle is also a verb that describes the process of lazily

meandering through something, doing things as it occurs to you to do them, an enjoyable

tinkering that often leads to insight and creativity.

Moodle was created by Martin Dougiamas, a computer scientist and educator who spent time

supporting a CMS at a university in Perth, Australia. He grew frustrated with the system and

learned that engineers, not educators, had built the system. Martin realized that a system built by

someone who started with the educational process, rather than an engineering process, would be

40
infinitely better than what he had to work with. He put his postgraduate degrees in Education and

Computer Science to work and started developing Moodle as an alternative. Martin now works on

Moodle full-time. A community of dedicated open source developers from around the world

works with him in a collaborative effort to make Moodle the best CMS available. Martin lives in

Australia with his wife, daughter, and son. Moodle is primarily developed in Linux using Apache,

MySQL and PHP (also sometimes known as the LAMP platform).

It can scale from a single-teacher site to a university with 200,000 students. Moodle integrates

with many third-party software programs and back-end systems so they work with tools that are

already in place. Moodle web application that runs on most platforms uses MySQL, Oracle or

Microsoft SQL Server as back-end engine and PHP as front-end engine. Moodle itself was

develop to run on Linux, windows, and Mac OS X. Moodle also uses the ADO db library for

database abstraction, which means Moodle can use more than ten different brands of database.

Moodle runs without modify action on Unix, Linux, FreeBSD, Windows, Mac OS X, NetWare

and any other systems that support PHP and a database, including most web host providers.

3.1.1 Hardware Requirements for Moodle

For 100 concurrent users, the minimum hardware server requirements are as follows:

Processor – 2.2 GHz Pentium IV (windows, Linux, or Solaris); 1 GHz G5 (Mac OS X

and Mac OS X Server), 500 MHz UltraSPARC II (Solaris).

Memory -1GB of RAM.

Disk Space – at least 1GBMB of free disk space.

The server hardware requirement increases with the increase in number of users.

41
3.12 Software Requirements for MOODLE

The software requirements of MOODLE are presented as follows:

a. My Structured Query Language (MySQL):

MySQL is an open source relational database management system (RDBMS) that runs as a server

providing multi-user access to a number of databases. MySQL database is the world’s most

popular open source database because of its fast performance, high reliability, ease of use, and

dramatic cost savings. MySQL is often used in free software projects that require a full-featured

database management system and other software built on the LAMP software stack. Many web

applications use MySQL as the database component of a LAMP software stack. Its popularity for

use with web applications is closely tied to the popularity of PHP, which is often combined with

MySQL. MySQL works on many different system platforms, including AIX, BSDi, FreeBSD,

HP-UX, i5/OS. Linux, Mac OS X, NetBSD, Novell, NetWare, OpenBSD, Open Solaris,

eComStation, OS/2 Warp, QNX, IRIX, Solaris, Symbian, SunOS, SCO Open Server, SCO

UnixWare, Sanos, Tru64 and Microsoft Windows.

b. Oracle:

The Oracle database is an Object-Relational Database Management System (ORDBMS) produced

and marketed by Oracle Corporation. The Oracle RDBMS stores data logically in the form of

table spaces and physically in the form of data files. Table spaces can contain various types of

memory segments, such as Data Segments, Index Segments, etc. Segments in turn comprises of

one or more extents. Extents comprises of groups of contiguous data blocks. Data blocks form the

basic units of data storage.

Oracle database management tracks its computer data storage with the help of information stored

in the SYSTEM table space. The SYSTEM table space contains the data dictionary and often (by

default) indexes and clusters. A data dictionary consists of a special collection of tables that

contains information about all user- objects in the database. Since version 8i, the Oracle RDBMS
42
also supports “locally managed” tables spaces which can store space management information in

bitmaps in their own headers rather than in the SYSTEM table space (as happens with the default”

dictionary-managed” table spaces ).

Oracle consolidates business application onto low cost database grids. It maximizes availability

and eliminates idle data centre redundancy. It compresses data onto low cost storage partition for

fastest performance. Oracle exists in three different editions, namely, enterprise, standard and

express.

c. Microsoft Structured Query Language (Ms SQL) Server:

Microsoft SQL Server is an application used to create computer databases for the Microsoft

Windows family of server operating systems. It provides an environment used to generate

databases that can be accessed from workstations, the web, or other media such as a personal

digital assistant (PDA). The Ms SQL server aims to make data management self-turning, self-

organizing, and self-maintaining. SQL server also includes support for structured and semi-

structured data, including digital media formats for pictures, audio, video and other multimedia

data. In current version, such multimedia data can be stored as BLOBs (binary large objects), but

they are generic bit streams. Intrinsic awareness of multimedia data will allow specialized

functions to be performed on them. According to Paul Flessner, senior Vice President, Server

Applications, Microsoft Corp., SQL Server can be a data storage backend for different varieties of

data: XML, email, time/ calendar, file, document, spatial, etc as well as perform search, query,

analysis, sharing, and synchronization across all data types.

43
d. Web server:

A web server is a computer programs that delivers (serves) content, such as web page, using the

Hypertext Transfer Protocol (HTTP). The term web server can also refer to the computer or

virtual machine running the program.

The primary function of a web server is to deliver web pages (HTML documents) and associated

content (e.g. images, style sheets, JavaScript’s) to clients. A client, commonly a web browser or

web crawler, makes a request for a specific resource using HTTP and, if all goes well, the server

responds with the content of that resources. The resource is typically a real file on the secondary

memory, but this is not necessarily the case and depends on how the web server implemented.

While the primary function is to serve, a full implementation of HTTP also includes a way of

receiving content from clients. This feature is used for submitting web forms, including uploading

of files.

Many generic web servers also support server-side scripting (e.g.) Apache HTTP Server and

PHP). This means that the behaviour of the web server can be scripted in separate files, while the

actual server software remains unchanged. Usually, this functionality is used to create HTML

documents on–the-fly as opposed to return fixed documents. This is referred to as dynamic and

static content respectively. The most widely used web servers by Moodle is Apache.

e. Apache Web server:

Apache is generally recognized as the world’s most popular Web server (HTTP server).

Originally designed for UNIX servers, the Apache Web server has been ported to Windows and

other Network Operating Systems (NOS). It is a command-line and client-side graphical user

interface application. PHP can be deployed on most web servers, many operating system and

platforms, and can be used with many relational database management system. It is available free

44
of charge, and the PHP group provides the complete source code for users to build, customize and

extend for their own use.

PHP primarily act as a filter, taking input from a file or stream containing text and/or PHP

instruction and output another stream of data; most commonly the output will be HTML. Since

PHP 4, the PHP parser compiles input to produce byte code for processing by the Zend Engine,

giving improved performance over its interpreter predecessor.

Originally designed to create dynamic web pages, PHP now focuses mainly on server-side

scripting, and it is similar to other server-side scripting language that provide dynamic content

from a web server to a client, such as Microsoft’s active server pages, sun Microsystems’ java

server pages, and mode Perl. PHP has also attracted the development of many frameworks that

provide building blocks and a design structure to promote rapid application development (RAD).

Some of these include cake PHP, symphony, code igniter, and Zend framework, offering features

similar to other web application frameworks. PHP can be used to author and contribute new

modules.

The LAMP and WAMP architecture have become popular in the web industry as a way of

deploying web applications. In LAMP, PHP is commonly used as the P in this bundle alongside

Linux, Apache and MySQL. It runs in both 32-bit environments, but on windows the only official

distribution is 32-bit, requiring Windows 32-bit compatibility mode to be enabled while using IIS

in a 64-bit Windows environment.

f. Java Script:

Java Script is an object-oriented scripting language used to enable programmatic access to objects

within both the client application and other applications. It is primarily used in the form of client-

side JavaScript, implemented as an integrated component of the web browser, allowing the

development of enhanced user interfaces and dynamic websites.

45
The primary use of JavaScript is to write functions that are embedded in or included from HTML

pages and interact with the Document Object Model (DOM) of the page. Some simple examples

of this usage are:

a. Opening or popping up a new window with programmatic control over the size, position,

and attributes of the new window (e.g. whether the menus, toolbars, etc. are visible).

b. Validation of web form input values to make sure that they will be accepted before they

are submitted to the server.

c. Changing images as the mouse cursor moves over them: This effect is often used to draw

the user’s attention to important links displayed as graphical elements.

Because JavaScript code can run locally in a user’s browser (rather than on a remote server) it can

respond to user actions quickly, making an application feel more responsive. Furthermore,

JavaScript code can detect user actions which HTML alone cannot, such as individual keystrokes.

32-bit, requiring Windows 32-bit compatibility mode to be enabled while using IIS in a 64-bit

Windows environment.

3.2 Characteristics of Moodle

The three major characteristics that make Moodle unique in the CMS space are open source,

educational philosophy and large community of users.

3.2.1 Free and Open Source

The phrase “open source” has become a loaded term in some circles. For those who are outside

of the techie culture, it is hard to understand how powerful this idea has become, and how it has

forever changed the world of software development. The idea itself is simple: open source

simply means that users have access to the source code of the software. You can look under the

hood, see how the software works, tinker with it, share it with others, or use parts of it in your

own product.

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Open source software is aligned with the academic community’s values of freedom, peer review,

and knowledge sharing. Just as anyone can download and use Moodle for free, users can write

new features, fix bugs, improve performance, or simply learn by seeing how other people solved

a programming problem.

Secondly, unlike expensive proprietary CMSs that require license fees and maintenance

contracts, Moodle costs nothing to download and you can install it on as many servers as you

want. No one can take it away from you, increase the license cost, or make you pay for upgrades.

No one can force you to upgrade, adopt features you do not want, or tell you how many users you

can have. They cannot take the source code back from users, and if Martin Dougiamas decides to

stop developing Moodle, there is a dedicated community of developers who will keep the project

going.

3.2.2 Educational Philosophy

Martin’s background in education led him to adopt social constructionism as a core theory

behind Moodle. This is revolutionary, as most CMS systems have been built around tool sets,

not pedagogy. Most commercial CMS systems are tool-centered, whereas Moodle is learning-

centered. Social constructionism is based on the idea that people learn best when they are

engaged in a social process of constructing knowledge through the act of constructing an artifact

for others.

The process of negotiating meaning and utilizing shared artifacts is a process of constructing

knowledge. We are not blank slates when we enter the learning process. We need to test new

learning against our old beliefs and incorporate it into our existing knowledge structures. Part of

the process of testing and negotiating involves creating artifacts and symbols for others to

interact with. We create artifacts and in turn negotiate with others to define the meaning of those

artifacts in terms of a shared culture of understanding.

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While tool-centric CMSs give you a list of tools as the interface, Moodle builds the tools into an

interface that makes the learning task central. Moodle course can be organized by week, topic, or

social arrangement. Additionally, while other CMSs support a content model that encourages

instructors to upload a lot of static content, Moodle focuses on tools for discussion and sharing

artifacts. The focus is not on delivering information; it is on sharing ideas and engaging in the

construction of knowledge. Moodle’s design philosophy makes this a uniquely teacher-friendly

package that represents the first generation of educational tools that are truly useful.

3.2.3 Moodle Community

Moodle has a very large, active community of people who are using the system and developing

new features and enhancements. Currently, there are over 50,000,000 users registered on

Moodle.org and over 70,000 Moodle sites in 223 countries. The global community has also

translated Moodle into over 113 languages.

The Moodle community has been indispensable to the success of the system. With so many

global users, there is always someone who can answer a question or give advice. At the same

time, the Moodle developers and users work together to ensure quality, add new modules and

features, and suggest new ideas for development. Martin and his core team are responsible for

deciding what features are mature enough for official releases and where to go next. Because

users are free to experiment, many people use and test new features, acting as a large quality

control department.

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3.3 Data Processing Features of Moodle

3.3.1 Forums

Forums are a powerful communication tool within a Moodle course. It is as online message

boards where lecturer and students can post messages to each other while easily keeping track of

individual conversations. Forums are the primary tool for online discussion and are the central

organizing feature in the social course format.

Forums allow lecturer and students to communicate with each other at any time, from anywhere

with an Internet connection. Students do not have to be logged in at the same time they are to

communicate with their lecturer or their classmates. Conversations are tracked through time, and

readers can review the history of a conversation simply by reading the page. The technical term

for this type of communication is asynchronous, meaning “not at the same time.” Asynchronous

communications are contrasted with synchronous forms such as chat rooms, instant messaging, or

face-to-face conversations.

The asynchronous nature of the forums creates many opportunities for user not only to replicate

the conversations in class, but also to create entirely new activities that are difficult in a classroom

setting. Moodle forums also allow subscriptions. When a user subscribes to a forum, all new posts

are automatically sent to the email address stored in the user’s profile. This makes it easy to keep

track of what’s happening in the forums without constantly logging in.

Creating and Adding a Forum

Creating a forum is relatively easy. The key to success is choosing the right options for the type of

forum to create in addition to the news forum, Figure 3.1 present how to add a new forum in

Moodle.

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 Figure 3.1: Adding a new forum

Adding and using Forums

At the top right of the forum page is the text “This forum allows everyone to choose whether to

subscribe or not” or “This forum forces everyone to be subscribed,” depending on whether

everyone are force to subscribe or not. Subscribing to a forum will send the user an email when

there are new postings in the forum. The users can choose how they receive their emails in their

profile. An alternative way of receiving forum posts is via an RSS feed. RSS feeds need to be

enabled across the site and for the forum module by a system administrator.

Add a new discussion topic

Below the subscription links is the forum introduction created in the forum. Below the

introduction, there is a button labeled “Add a new discussion topic.” This is use to create the first

discussion in the forum. If students are prohibited from creating discussions, then there is need to

create one to allow anyone to use the forum. Figure 3.2 present how to add a new discussion

topic.

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 Figure 3.2: Adding a new discussion topic

Once a discussion topic is submitted, a screen telling you the post was successfully saved and how

long you have to make changes to your post will be display. The time to make changes is set by

system administrator for everyone on the Moodle site. The default is 30 minutes to go back and

edit post before it is mailed to the subscribers. After it is been sent, it cannot be edit again unless

the user have the privilege set for such role.

3.3.2 Chats

The Moodle chat module is a simple synchronous communication tool allowing lecturer and

students to communicate in real time. It works like an instant messaging system like AOL, MSN,

or iChat. In the forums, lecturers and the students do not have to be logged in at the same time but

in a chat, everyone needs to be logged in at the same time in order to communicate.

Creating a Chat

To use the chat tool, create a chat room for and set a time when everyone will log in and meet.

One session may be created for the entire course or set up repeating sessions for multiple

meetings.

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Using Chats

The chat is always open to students. Moodle does not restrict access to the chat based on the times

when it is created. Instead, it creates entries in the course calendar that remind people to log in for

the chat at certain times. If a student wants to wander into the chat at another time, he could talk

to himself or anyone else who wanders by. Figure 3.3 present a Moodle Chat Interface.

Figure 3.3: Moodle Chat Interfaces

3.3.3 Messaging

Messaging is a private communication tool between student and teacher or between two students.

Using Messaging

Unlike forums and chats, messaging is not course-specific; users may send messages to each other

regardless of whether they are enrolled in the same course. Users profile page contains a

Messages button for opening the Messages window. To encourage the use of messaging in a

course, lecturer may wish to add a Messages block and/or an Online Users block to course page.

Sending, reading and replying to messages

When a message is sent, the Messages window will pop up. Also, the Messages block will display

the name of the person sending the message with a link to read the message. If option to receive

copies of messages via email is chosen in “Message settings”, a copy of the message will be sent

to the user email after the time specified if user are not logged in. After reading a message, user

may type a reply, and then click on the “Send message” button.

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3.3.4 Quiz

Moodle’s quiz module is one of the most complex pieces of the system. The community has

added a large number of options and tools to the quiz engine, making it extremely flexible. User

can create quizzes with different question types, randomly generate quizzes from pools of

questions, and allow students to re-take quizzes multiple times, and have the computer score

everything. These features open up a number of strategies that usually are not practical with paper

based testing. It is hard enough to score one batch of quizzes, and nearly impossible to score it 10

times for each student.

Creating Questions for a Quiz

Lecturer can create quiz questions on the “Editing quiz” page. Here, user can also categorize quiz

questions and add them to the quiz body you just created. On the left of the page is a block

displaying the questions added to the current quiz. On the right of the page is a category selection

menu labeled “Category” and a button labeled “Edit categories”. Categories are used to organize

quiz questions for course, and they can be containers for sharing questions between courses. By

default, there is one category, called Default. If you click on the category menu, an option is

displayed. Figure 3.4 present an interface for creating quiz question.

Figure 3.4: Interface for creating quiz question

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Categories of quiz

There are different categories of quiz such as multiple choice, true/false, short answer, numerical,

matching, random short-answer matching, description, calculated, essay, embedded answers

(Cloze), and multiple-choice questions

Moodle provides a lot of flexibility when creating this common question type. User can create

single- and multiple-answer questions, display pictures in the question, and give relative grading

weights to individual answers. Figure 3.5 show a multiple choice question interface.

Figure 3.5: A multiple-choice question quiz

3.3.5 Assignments

The assignment module gives an easy way to allow students to upload digital content for grading.

Students can submit essays, spreadsheets, presentations, web pages, photographs, or small audio

or video clips. Anything they can store on their hard drives can be submitted in response to an

assignment.

Assignments do not necessarily have to consist of file uploads. Offline assignments can be

created to remind students of real-world assignments they need to complete. Alternatively,

students can input their answer directly into the assignment itself. Assignments are useful tool to

collect more authentic responses from students than is possible with the quiz engine.

Assignment Types

There are four assignment types upload a single file, offline activity, online text, and advanced

uploading of files. Figure 3.6 show an interface for the creation of new assignment. The

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assignment name, description and period of availability are entered by the lecturer.

Figure 3.6: New assignment interface

The assignment module has three capabilities: view assignment, submit assignment, grade

assignment and managing and submissions of assignments. To view students’ submissions, click

on the assignment name in the course page. The assignment name and details and a link in the

upper-right corner of the page is displayed telling you how many assignments have been

submitted. Click on this link.

The assignment submissions page is shown in Figure 3.7, it contains a table with these headings:

First name/Surname; Grade; Comment; Last modified (Student); Last modified (Teacher); and

Status. The list may be sorted by clicking on a particular heading.

Figure 3.7: Assignment submissions

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Clicking twice on the same heading sorts the list in the opposite order. If the table is too large,

then columns may be collapsed by clicking on the Hide icon next to a particular column heading.

By default, 10 submissions are shown per page, though this may be changed at the bottom of the

page. To grade a submission, click on the Grade link opposite a particular student’s name. A new

window will open containing a feedback area.

To Upload a Single File and Advanced Uploading of Files assignments, there is a link to

download the file together with the date it was last submitted. You will need to open it in another

application, unless it is a web page. So if your student submits a Word document, you will need to

save it to your desktop and open it in Word.

For an Advanced Uploading of Files assignment, users have the option to upload a response file.

Students may upload draft files for you to review at any time. When their assignment is finished,

they can mark it as final by clicking the “Send for marking” button. Prior to grading, you may

choose to revert an assignment back to draft status.

For an Online Text assignment, the text is displayed in a box with the word count above. If

comment inline has been enabled, then the text is copied into the feedback comment field.

Once the student’s assignment is reviewed, pick the grade for the assignment from the drop-down

list. (Set the scale when you created the assignment.) Below the grade scale, type comments

regarding the student’s work. When you are done, click “Save changes” or “Save and show next.”

If an Offline Activity assignment is set, user can enter grades and comments in the same way as

for the other types of assignments. Students can see their grades and comment in two ways. First,

they can click on the assignment link again. They will see their grades and comments below the

submission block. Alternatively, they can click on the Grades link in the course Administration

block. They will see the grade for the assignment and can then click on the assignment name to

get the written feedback.

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3.3.6 Lessons

The Moodle lesson tool is like an adventure books. Each page in the lesson can have a question at

the bottom of the page. The resulting page depends on the answer the student gives. User can

create branching paths through the material based on the selections students make at each page.

With branching lessons, user can create programmed learning opportunities in which each correct

answer brings up a new piece of information and a new question. User can also easily create

flash-card lessons and, with a little creativity, use the lesson module to create simulations and case

studies to respond to student input, which results in a degree of interactivity.

There are two basic page types in the lesson module. The question page presents the student with

a question, and the student has to enter a correct answer. After a student submits his answer, he

will see the response created and will be taken to another page or looped back. Question pages are

scored and added to the student’s cumulative grade. A branch table page presents the user only

with the option to select a branch. There is no correct or incorrect answer for each response, and

the student’s selections do not impact his grade.

Adding a new Lesson

Lessons require more advanced planning than many of the other tools. They have the potential

for branching on each page, so advanced planning is critical before begin to develop lesson. Even

with two choices per page, if every choice results in a new page, you will quickly need a very

large number of pages. The first page will require two additional results pages, and each of these

will require two more for a total of seven pages from an initial two choices. The key to

minimizing the number of pages is to reuse as many as possible. Figure 3.8 below show an

interface for adding a new lesson while Figure 3.9 show lesson construction interface.

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 Figure 3.8: Adding a new lesson interface

Figure 3.9: Lesson construction interface

Managing Lessons

Once a lesson is created, there is not much management involved, unless you have included essay

questions. Essay questions require manual grading with an optional comment. As students

complete the lesson, their scores will be recorded in the gradebook if students are allowed to

attempt each lesson multiple times, their scores may change as they repeat the lesson.

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3.3.7 Wikis

A wiki is a collection of collaboratively authored web pages. A wiki starts with one front page.

Students can edit the page or add more pages to the wiki by creating links to new pages that do

not yet exist. Old versions of each page can be viewed by checking the page history. Moodle’s

wiki is built on top of an older wiki system, called ErfurtWiki (http://erfurt wiki.sourceforge.net/).

In Moodle, wikis is a powerful tool for collaborative work. The entire class can edit a document

together, or you can create group wikis which are only editable by group members.

Features of Wiki

i. HTML Mode

There are three options: No HTML, safe HTML, or HTML only. No HTML will display

all HTML tags as tags (for example, a bold tag will look like a <b> instead of making the

word bold). Safe HTML will allow certain tags to be displayed. HTML only enables the

HTML editor.

ii. Allow binary files

Binary files are graphics, audio, video, and other non text resources. For students to be

able to add these type of files as attachments, be sure to set allow binary files to Yes.

iii. Wiki auto linking options

A new page can be created in the wiki by typing a word using CamelCase, i.e., with a

capital letter at the beginning and a capital letter somewhere else in the word. It is called

CamelCase because the two capital letters resemble a two-humped camel. CamelCase

combines all the words for the link into one word. Each word in the link is capitalized.

When a word is added in CamelCase, the wiki automatically creates a new page and

makes the word a link. This feature may be disable if you wish, so that typing a word

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 enclosed in square brackets is the only way of creating a new web page.

iv. Page name

User can set the first page of the wiki to be different from the name of the wiki, and then

add a page name. Otherwise, leave the field empty.

Figure 3.10 show a new Wiki interface. The lecturer specifies the name of the Wiki, type and

other options as shown on the interface.

Figure 3.10: New wiki interface

Group mode

This is another location in which to set the group mode for the activity. If group mode is forced in

the course settings, then this setting will be ignored.

Editing Wikis

After you have created your wiki, it is available for editing. You and your students can create wiki

pages, link them together, and collaboratively create a collection of web pages. Figure 3.11 show

an interface for editing a wiki page.

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 Figure 3.11: Editing a wiki page

Administering a Wiki

Under the Moodle navigation bar, there are three tools: search, links, and administration. The

Search Wiki button allows user to search the wiki for key terms. Moodle will return all the pages

containing the search term.

Group project management

The most straightforward use of a wiki is as a tool for group collaboration for creating group

projects. If a group project is assign, give students a place to work by creating a wiki with the

group mode enabled. This will give each group their own space to record their research, create

outlines, and even create the final product. You may even want to create a submission date where

you turn off editing capabilities for students and then grade the final projects. Afterward, consider

enabling visible groups so everyone can see each other’s work.

Brainstorming

Brainstorming is a creative process in which ideas are elicited from a group of people. In a face-

to-face meeting, a brainstorming facilitator will usually stand in front of a big piece of paper and

elicit ideas from the participants in the room. You can use a wiki to create an online version of

this process. Set up a wiki for the entire class, or for student groups, and ask people to submit
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ideas around a brainstorming topic. People can add ideas as they occur and link to other pages for

elaboration.

Contribute to other wikis

Consider assigning your class the task of contributing to Wikipedia, or to another wiki on the

Web, on a topic in your class. Assign your students to groups (or make it a class project if the

class is small enough and the topic broad enough) and challenge them to collaboratively create

an article they would feel confident posting to a public-information space. Your

students will use the course wiki to create drafts of the article they will publish to the community

at the end of the semester.

3.3.8 Blogs

The word “blog” is a contraction of “web log.” Blogs are a form of online journal that millions of

people around the world use for self-expression and communicating with family and friends. The

author of a blog usually organizes it as a chronological series of postings. Although some groups

of people contribute to blogs, there is usually only one central author for each.

Blogs are growing in importance around the world. They are used by everyone from teenagers

posting who they like or dislike at school to CEOs communicating directly with their customers.

Figure 3.12 show a blog page.

Using Blogs

Blogs in Moodle are user-based each user has his own blog, which is non-course-specific. Your

profile page contains a Blog tab for accessing your blog page.

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 Figure 3.12: A blog page

Blog entry can be edit at any time using the Edit link at the bottom of the entry. User may change

the publish option to anyone on the site. User can also delete the blog entry completely if

necessary.

Viewing Blog Entries

User can view one own blog entries via the Blog tab in the profile page or the “View my entries”

link in the Blog Menu block. User may view blog entries for all students in a course, or for all

students in a particular group, via the Blogs tab in the course participants’ page. Alternatively,

user can choose to view all blog entries with a particular tag via links in the Blog Tags block.

Figure 3.13 show a blog entries interface.

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 Figure 3.13: Blog entries interface

Blog Tags

A tag is a relevant keyword or term associated with a blog entry, describing it and enabling

keyword-based classification of information for the purpose of retrieval. Typically, a blog entry

will have one or more tags associated with it. User can add new blog tags when adding or editing

a blog entry. There are two types of tag user-defined tags and official tags. This is used defined is

a personal tags that any user can add while official tag is added by an administrator and available

for any site user.

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3.3.9 Databases

The database module provides a tool for collaborative development of a database within the

course. The database is not meant to be very complex or powerful; it is simply a way for multiple

people to add structured data to a shared resource.

Creating database activities is a little more involved than most of the Moodle activities, but it is

not as complex as lessons. Users also have the option of using a preset of an empty database

activity, rather than creating new from scratch. An image gallery preset is currently included in

the database module, though more database presets will be available in the future.

The database module should not be confused with the database that powers the Moodle site. The

database module is an activity type, which uses the Moodle database to store data. The Moodle

database stores data for all modules and for your Moodle site.

Creating Databases

A database is made up of fields and templates. Fields define the type of data the database will

store: text, dates, files, URLs, etc. Templates allow you to control the visual layout of information

when listing, viewing, or editing database entries.

A database activity has three basic template types:

a. List template

The list template allows user to control the fields used and their layout when viewing

multiple entries. Usually an overview of each entry is provided, with more detailed

information available by clicking on an entry to access the single view.

b. Single template

The single template is for displaying the detailed view of a single entry. All the data the

user entered should be visible here.

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 c. Add template

The add template creates the interface form used when adding or editing database entries.

As with many of the activity modules, a little preplanning can go a long way when

thinking about developing an activity. The field definitions determine the fields in the add

template, which determine the data you can display on the list and single templates. Before

you begin digging into the database, try to sketch out the fields you think you need the

students to enter, and how you might want to lay them out in each template.

Adding a Database

The first step to creating a database is adding it to the appropriate section of a course. As with

most Moodle activities, you first set the options for the database, then create the fields and

templates. Figure 3.14 show an interface for adding a new database in Moodle.

Figure 3.14: Adding a new database interface

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Group mode

This is another location in which to set the group mode for the activity. If group mode is forced in

the course settings then this setting will be ignored.

Editing Templates

Once you have created the fields for your database, you will probably want to edit the templates

that define the user interface. Creating the fields produces a default template. However, with a

little work, you can improve the defaults considerably. Figure 3.15 and 3.16 shows an interface

for database fields and single template respectively.

Figure 3.15: Database fields

Figure 3.16: A single template

Database templates all work on the same principle. They are basically HTML pages with a new

set of tags for the database module to interpret. When editing a template, Moodle displays a list
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of available tags on the left side of the editing screen. Double- clicking on any of the tags adds it

to the template. The database activity interprets these new tags before sending the template’s

HTML to the browser for display. It looks for words enclosed in either two square brackets ([[) or

two hash signs (##), representing two different types of interface elements it can add to the

template.

The square brackets define data tags, which tell the module to replace the word in the brackets

with the value or form element of the field with the same name. So if you have a database with a

name field, you would represent it in the template with [name]. In the single or list template, the

module would replace it with the data in the name field for that entry. In the list template, the

module would replace it with a text field, and put the value in the text field if you are editing the

entry instead of creating a new one.

The ## tags indicate the word should be replaced by an icon or link for interacting with the

module. These tags are used to place the edit and delete icons, and links for More, Approve,

Comments, and User. If you want to add the edit icon to a template, you just add a tag that looks

like ##edit##. When the user looks at the page with the tag, the database module replaces it with

the edit icon. If the user then clicks on the icon, it takes her to the edit template.

Require approval

The ultimate quality assurance tool is the “Require approval” option in your database options. As

mentioned earlier, this option hides an entry from the rest of the class until you or someone with

approval capability approves it. You might want to use this capability to help students produce

good material by giving them feedback before approving an entry.

Comments

Comments are a great tool for feedback to motivate and help them improve their entries. Figure

3.17 shows an interface for adding a comment to a database entry.

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 Figure 3.17: Adding comment to a database entry

3.3.10 Grades and Scales

Grades are the primary measure of success in a course. Tracking and calculating grades are

serious and tedious tasks. Fortunately, Moodle has a great tool to help. The Moodle grades area

is a sophisticated tool for tracking student scores in a course. It can be used for scored activities

both in the classroom and in Moodle.

Using Grades

User can access the grades area by clicking the Grades link in the Administration block on your

course page. The View Grades page contains a table listing students in the course together with

their grades for each activity. User can sort the table by student last name or first name by clicking

the respective links under the student column on either the left or right side. Initially, it is sorted
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by last name.

Advanced Features

Clicking the “Use Advanced Features” button on the Set Preferences page reveals further settings.

Tabs for setting categories, weights, grade letters, and grade exceptions appear at the top of the

page. The advanced features enable you to manipulate the raw grade scores however you see fit.

Figure 3.18 show an interface for setting preferences with advanced features.

Figure 3.18: Setting preferences with advanced features

Backups

It is recommended that gradebook is regularly downloaded for backup. The system administrator

should be backing up the entire server on a regular basis and lecturer should backup appropriate

data as students will complain to the lecturer if they lose their grades, not to the system

administrator.

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3.4 Limitations of Moodle for Teaching and Learning.

As every coin has two sides, there are both advantages and disadvantages of using Moodle for

educational purpose. The following limitations of using Moodle are highlighted.

i. As Moodle is one of many technologies, it is evident that there may be technical issues

while installing or using Moodle. Moodle website does not have any phone number where

one can contact and resolve issues. Users need to learn to deal with issues themselves or

in that contact a technician.

ii. For a technician with little knowledge, it is difficult to install and use Moodle and even to

solve any issues. In order to solve any technical issues one needs expertise knowledge to

get familiarized with Moodle as it has many in build jargons which are difficult to

understand. Technicians at a beginner level may feel overwhelmed with such

technicalities.

iii. If a student has posted any question in the forum, it is difficult to get quick response

unless some other student is already in front of the internet and accessing mails or

accessing the same forum. In that case student will have to wait for answer before he can

continue with his work. On the other hand it is difficult for teachers too to give a quick

response due to their other lecture commitments.

iv. Moodle synchronous learning tools are limited to chat only.

v. Moodle does not have features of traditional classroom such as blackboard and hand

raising.

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3.5 Blackboard Collaborate Platform

Blackboard Collaborate is a system that allows participants to collaborate online in real time. It

has been designed with educational uses in mind and has a multitude of features such as audio and

video-conferencing, real-time polling and quizzes, application sharing, text chatting, playing of

audio and video files, file transfer, whiteboard, shared web browsing called “web tour”, break-out

rooms, recording of sessions and capturing of content generated in a session e.g. text-chat and

whiteboard.

In addition, blackboard collaborate incorporates management functions to support those running a

blackboard collaborate session. The most important is the division into two types of users:

• Moderators

Moderators have access to all the functions and features of blackboard collaborate and can

assign and withdraw “rights” of participants e.g. the ability to speak. There can be multiple

moderators who can “upgrade” participants to moderator status allowing them access to a

greater range of features.

• Participants

Participants typically make up the bulk of the users of a blackboard collaborate session

and have reduced access to the features of blackboard collaborate.

3.5.1 Server Requirement

Blackboard Collaborate is proprietary software now available online as a hosted service (SaaS)

after its acquisition by blackboard Inc. It is 30 days trial version will be used for the purpose of

this project. Hence, there is no need for a server as it is fully hosted by the provider.

3.5.2 Minimum Client System Requirements

The computers to be used for blackboard collaborate session should meet or exceed the following

minimum system requirements:

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Windows

• Windows XP (32 bit), Windows Vista (32 or 64 bit) or Windows 7 (32 or 64 bit)

• Pentium III 1 GHz processor

• 256 MB RAM

Mac OS X

• Mac OS X 10.5 (32 or 64 bit) or Mac OS X 10.6 (32 or 64 bit)

• G4, G5 or Intel processor

• 256 MB RAM

UltraSPARC Solaris

• Solaris 10 (SPARC only) (64 bit)

• UltraSPARC IIc 500 MHz processor

• 256 MB RAM

Linux

• openSUSE 11 (64 bit) or Ubuntu 9.10 (64 bit)

• Pentium III 1 GHz processor

• 256 MB RAM

In addition to the above requirements, all clients require the following:

• Java version 1.5 or higher

• For a 32 bit Operating System (OS), use 32 bit Java Virtual Machine

(JVM) and for a 64 bit OS use a 64 bit JVM.

• At least 20 MB free disk space

• 28.8 KBps Internet connection

• Windows, Linux or Solaris: soundcard with speakers and microphone or

headset (or telephone for Telephony users)

• Macs: internal, USB, or external iSight microphone and telephone.

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For all users, it is recommends that user use a headset (or at least headphones or an echo

cancelling microphone) rather than speakers when using simultaneous talkers. This will eliminate

potential echoing and feedback and improve your audio experience.

3.6 The benefits of using Blackboard Collaborate

There are a range of benefits from using blackboard collaborate:

• It can help build learner peer collaboration and a sense of community, particularly with

distance learning/work-based learners.

• It can be used to support a wide range of teaching and learning methods and styles,

potentially in highly engaging and collaborative forms and with seamless integration with

each attendee’s desktop computing.

• Recording of sessions allows learners to access them anytime e.g. to help re-enforce the

learning and all participants can save the Whiteboard, text-chats, screen images etc. and

session recordings can be made available in a variety of media, formats and technologies.

• It allows external participants to cost-effectively participate live in session’s e.g. external

experts, external examiners, mentors, supervisors, assessors and interviewees.

• It extends geographical reach to anyone with an Internet connection and computer.

• It provides greater flexibility to arrange sessions cost effectively without participants

having to travel, as well as providing potential savings in travel costs.

• It can be used in a multitude of ways in addition to teaching, learning and assessment e.g.

to support collaborative working (thereby potentially increasing staff efficiency), running

of online conferences, socializing, staff professional development and “web-casting” of

workshops, seminars, interviews etc.

• It can be combined and integrated with other e-learning methods e.g. virtual learning

environments (VLEs), asynchronous discussions and wikis.

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3.7 The Blackboard Collaborate Data Processing Features

i. The menu bar

T hi s contains the File, Edit, View, Tools, Windows and Help menus.

ii. The audio and video panel

These enable user to participate in conversations either using a microphone and speakers

(or headset) or via a teleconference. User also can transmit and receive video during the

session and preview your video before transmitting it.

iii. The participants panel

This provides a list of all Participants and Moderators in the session and information about

their current activities, such as talking (Audio), transmitting video, sending a chat message,

using the whiteboard drawing tools and conducting an application sharing session.

iv. The hand raising

Above the Participants list is a small toolbar containing buttons for raising hand and

stepping away from the session and menus for selecting polling responses and feedback

options.

v. The chat panel

This enable user to send chat messages to everyone in the room or to moderators only. By

selecting names in the participants list, user can send private chat messages to individuals.

Messages can be printed and saved to track session communication.

vi. The collaboration toolbar

This contains three buttons for switching between the three content modes (Whiteboard,

Application Sharing and Web Tour), an information menu for obtaining session

information (e.g., connection type) and starting the timer, load content button for loading

content into the session and the record button.

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vii. The content area

This is the main presentation window. Moderators use this region to load presentations.

Everyone can use the tools on the whiteboard to draw or write. All the objects and images

on the whiteboard are dynamic and can be modified. Everyone can print the whiteboard

pages or save them to a file to review later (unless the Whiteboard has been protected).

Figure 3.19 present the blackboard collaborate features showing the Title bar, Menu bar, Audio

and Video panel, Participant panel, Chat panel and other components.

1 Title bar 6 Minimize button

2 Menu bar 7 Maximize button

3 Audio & Video panel 8 Close buttons

4 Participants panel 9 Collaboration toolbar

5 Chat panel 10 Content area

Figure 3.19: Blackboard Collaborate Features

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3.7.1 The Content Area Modes

The content area on the right side of the blackboard collaborate web conferencing interface,

enables user to exchange information and ideas with others through three different features:

i. The whiteboard, for sharing presentations and drawings;

ii. Application sharing, for sharing individual applications or your entire desktop; and

iii. Web tour, for sharing web pages.

These features share space in the content area, with each representing a "mode" in the content

area. Although whiteboard content, application sharing content and web tour content may all be

loaded at the same time, user will be able to see the content of only one mode at a time.

Only certain users can switch between modes:

i. Moderators can switch between all modes.

ii. Participants with Application Sharing permission can switch to Application Sharing mode

and back to Whiteboard mode.

iii. Participants with Web Tour permission can switch to Web Tour mode and

back to White- board mode.

3.7.2 The Participants Panel

The participants’ panel is the "control center" for conducting a session. It is from here that user

manage participants by granting and revoking their permissions, inviting or removing participants

to or from the session, sending them to breakout rooms, and getting their input through polling.

The participants’ panel is also the place where you and other participants can view user profiles

and activity indicators. Figure 3.20 show the participant panel interface and its components.

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 1 Expand/Collapse button
2 Feedback menu
3 Step Away button
4 Raise Hand button
5 Polling Response menu
6 Participants list
7 Global options menu
8 Status area
9 Toolbar
10 Polling response bar
11 Permission indicators
12 Activity indicators
13 Participant option menu

Figure 3.20: The Participant Panel

User name appears at the top of the participants’ panel in the status area as well as in the

participants list below it. In the participants list, all the moderators in the session are displayed in

alphabetical order at the top of the list (above the horizontal rule), followed by all the participants,

who are also listed in alphabetical order. Moderator can use all the available participant panel

features. Participants can use only a subset of the features. In the following table, checkmarks

indicate which functions can be used by moderators and which can be used by participants. Table

3.1 shows the Moderator and Participant panel feature privileges.

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 Feature Moderators Participants
Send a private Chat message
Send self to a breakout room
Save the Participants list
Print the Participants list
See who has joined the session and their permissions

See who is currently using a feature (activity lights)

See if any Participants are experiencing delays in receiving
the Whiteboard content, Audio, Application Sharing or Video
(status indicators)
Interact with others by entering and viewing polling
responses, using the emotion indicators and raising your
hand
Edit your own profile
View a user’s profile
Remove a Participant from the session
Give or take away Moderator privileges
Grant or take away a Participant’s permission to use a
feature
Create and distribute Participants to various breakout
rooms or return them all to the Main room

Allow Participants to send themselves to breakout rooms

Invite someone to be a Participant in the session
Conduct a poll

Table 3.1: Moderator and Participant panel feature privileges

3.7.3 In-Session Invitations

The in-session invitation feature of blackboard collaborate web conferencing enables moderators,

from within a live session, to invite people into the session by sending them email invitations. The

invitations contain a link to join the session and, optionally, a session password, both of which are

generated by the session scheduling server. Figure 3.21 shows an interface for inviting new

participants to the blackboard collaborate session.

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 Figure 3.21: New Participant Session Invitation

3.7.4 Video Broadcast

The video feature of blackboard collaborate web conferencing enables user to transmit and

receive video broadcasts with others in a session. This is a real time video send live via a video

camera (e.g., web cam) – not to be confused with a pre-recorded video (movie) that moderators

can play using the multimedia feature.

Figure 3.22 shows the audio and video window with their components while Table 3.2 shows the

moderators and participant video privileges.

1 Expand/Collapse button

2 Options menu

3 Primary video display

4 Preview Video button

5 Transmit Video button

Figure 3.22: Audio and video panel components

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 Features Moderators Participant
Preview a Video transmission
Transmit a Video broadcast
Receive a Video broadcast
Set Video camera preferences
Capture a Video image and send it to the Whiteboard
Change what is shown in the primary video display
Make the Video display follow the current speaker
Make the Video display follow the Moderator's focus
Grant/revoke the Video permission to/from Participants
Configure simultaneous cameras

Table 3.2: Moderators and Participant Video Privilege

3.7.5 The Chat Panel

The Chat panel enables user to exchange text messages with others in the session. Figure 3.23

shows the chat window interface and components.

1 Expand/Collapse button 4 Options menu

5 Conversation pane

2 Message text box 6 Emoticon menu

3 Conversation tabs

Figure 3.23: Chat Window

Chat Activity and Permission Indicators

Users can monitor the state of chat activity and permissions through indicators displayed in the

participants list of the participants’ panel. These indicators are described in the following table.

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Table 3.3 show different chat activities and permission indicator.

Activity Meaning

Indicator
User is typing a Chat message.
Chat permission is set globally to "on" but Moderator has revoked Chat per-

mission from this user.

Chat permission is set globally to "off" but Moderator has granted Chat

permission to this user.

Table 3.3: Chat activity and permissions indicator

3.7.6 The Audio Feature

The audio feature enables user to participate in conversations during a blackboard collaborate web

conferencing session using a microphone and speakers (or headset) via Voice over Internet

Protocol (VoIP). Audio shares a panel with video in the blackboard collaborate interface. User

will know someone has their turned on microphone (has activated the Talk button) when the blue

audio activity indicator ( ) appears next to their name in the participants list. Table 3.4 show the

moderator and participant audio and video permissions

Feature Moderators Participants

Participate in a conversation (send and receive audio)
Adjust your microphone and speaker levels
Run the Audio Setup Wizard
Change your microphone and speaker settings
Change the number of simultaneous talkers allowed
Grant Participants the Audio permission

Table 3.4: Moderator and participant audio and video permissions

Setting the Audio Permission for Participants

The audio permission is included in the default set of global permissions so all participants are
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 granted the permission to talk upon joining the session. There may be times when user want

to turn the Audio (talk) permission off – such as when user want to eliminate distractions and

focus the participants’ attention on the information you are presenting.

3.7.7 Telephone Conferencing

The telephony feature of blackboard collaborate web conferencing enables user to conduct

audio communications with other session attendees via telephone conferencing, while continuing

to use your computer for all other blackboard collaborate features. As a telephone conference

user, you will be fully integrated into the blackboard collaborate session: you can communicate

with users not connected via teleconference (the traditional microphone and speaker users) and

your communications will be captured in session recordings. Moderator can use all the available

telephony features while participants can use a subset of these features. Table 3.5 present the

Moderators and Participants permissions in telephone conference.

Features Moderators Participants

Switch own audio communications from Audio (VoIP) to
Telephony (telephone) and vice versa.
Participate in blackboard collaborate sessions
via teleconference.
Configure/edit teleconference connection information.
Connect/disconnect the session to/from the teleconference.
Announce the session to the teleconference.
Increase/decrease the volume of the teleconference.

Mute/un-mute the teleconference.

Switch another Moderator or a Participant’s audio
communications from Audio (VoIP) to Telephony (telephone)
and vice versa.

Table 3.5: Moderators and Participants permissions in Telephone Conference

The Key Players

Incorporating a telephone conference into blackboard collaborate web conferencing session

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requires the participation of three key players: the Moderator, the Teleconference Bridge and the

Teleconference Chairperson.

The Moderator: A Moderator is responsible for configuring the teleconference information in

blackboard collaborate Web Conferencing, establishing and maintaining the connection to the

telephone conference and managing the telephony users within the Participants list

The Teleconference Bridge: To incorporate a telephone conference into blackboard

collaborate web conferencing session, a Moderator needs to establish a bridge between the

teleconference and the blackboard collaborate session by configuring teleconference

connection information and connecting the session to the teleconference.

The Teleconference Chairperson: With some teleconference providers, a Teleconference

Chairperson must join the teleconference before other participants can join. Beyond the initial

connection phase, the Teleconference Chairperson also may need to manage the telephone

conference and its participants via call controls issued on a touch- tone telephone.

• The Teleconference Bridge as Teleconference Chairperson: If the only purpose of

the Teleconference Chairperson is to enable others to join the teleconference, the

Teleconference Bridge can be used to simulate this role.

• The Moderator as Teleconference Chairperson: If a Teleconference Chairperson is

needed beyond the initial connection phase to manage the telephone conference and

its participants, the Teleconference Chairperson must be an actual person. If the

blackboard collaborate moderator is familiar with the management of the

teleconference service, he or she could take on this role. In this case, the Moderator

must use Telephony for audio communications.

3.7.8 The Whiteboard

The Whiteboard is a work area where moderator and other session attendees can write, draw,

display images and present slides participants. The whiteboard is a content holder where
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application sharing and web tour are display in its content area and can be accessed through the

collaboration toolbar. Moderators with the whiteboard permission have the ability to manage the

pages in the whiteboard, the content of those pages, and participants’ require whiteboard

permissions to be able to work on the whiteboard. Figure 3.24 is an interface showing the

blackboard collaborate whiteboard interface and components:

1 Whiteboard Action bar 11 Explore Mode button

2 Collaboration toolbar 12 Follow option
3 Whiteboard Mode button 13 Page counter
4 Scaling menu 14 Go to Page menu
5 Page Options menu 15 Next Page button
6 Information menu 16 Previous Page button
7 Load Content button 17 Whiteboard Page
8 Record button 18 Properties Editor palettes
9 Navigation bar 19 Tools palette
10 Navigation bar Options menu

Figure 3.24: Whiteboard Components

When loading content into the whiteboard or using the whiteboard tools, the blue whiteboard

activity indicator ( ) appears next to their name in the participants list. Table 3.6 show the

moderator and participant whiteboard permissions.

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Feature Moderators Participants
Use drawing and text tools to create objects
Insert images, clip art and screen captures as objects
Modify/edit own objects or objects of others, including
grouping and ungrouping objects
Erase or delete own objects
Manage objects in the Object Explorer
Scale pages in the Content area
Manage Clip Art collections
Save Whiteboard pages to a file (non-propriety Whiteboard
only)
Print Whiteboard pages (non-propriety Whiteboard only)
Set Participant Whiteboard permissions
Navigate through Whiteboard pages
Manage pages in the Explore Pages window
Explore pages using Explore Mode
Change page properties
Load a Presentation/Open a Whiteboard file into the Main
room.
Create a new Whiteboard page or Page Group in the Main
room
See what Whiteboard pages each Participant is currently
viewing and send yourself to the Whiteboard page that a
Participant is currently viewing
Set view of Whiteboard pages as thumbnails in the Explore
windows
Copy whiteboard pages from main room or private room
to breakout rooms and from breakout rooms to main
room
Erase or delete objects of others
Move objects to the background or foreground

Table 3.6: Moderator and participant whiteboard permissions

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Whiteboard Activity, Permission and Status Indicators

Users can monitor the state of whiteboard activity and permissions through indicators displayed in

the participants list of the participants’ panel. Table 3.7 describes the icons displayed in the

participant list to indicate moderator and participant permissions and activity while using the

whiteboard.

Activity Meaning

User is loading content into the Whiteboard or using the Whiteboard tools.
Whiteboard permission is set globally to "on" but the Moderator has

Whiteboard permission is set globally to "off" but the Moderator has

Table 3.7: Whiteboard Activity

The Tools Palette

The tools palette contains drawing and text tools user can use to create and manipulate objects in

the workspace. It also has a pointer tool, a tool to place screen captures on the whiteboard and a

clip art tool to add images from available clip art libraries. Tools in the palette with a tabbed lower

right corner have additional optional tools that can be swapped into their spot. Click and hold the

tool to expand the options. Participants have access to the whiteboard tools if they have been

granted the whiteboard tools permission.

The Properties Editor

When user click on any of the text or drawing tools in the tools palette, the properties editor

palette will appear at the bottom of the whiteboard. From here user can format text or graphic by

specifying various properties. The contents of the properties editor palette changes depending on

which tool is being used or which objects are selected. For example, if you are using the Filled

Ellipse or Filled Rectangle tool, the Properties Editor will present color buttons only. The

Properties Editor for the Simple Text and Text Editor tools contains buttons to set color, font, size

and style properties.

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3.7.9 Application Sharing

Application sharing enables session participants to share their applications or entire desktops with

others in the session. Application sharing is a type of content that, like the whiteboard and web

tour, appears in the content area. It is accessed through the collaboration toolbar. Moderators can

use all the available application sharing features and participants.

Application Sharing Activity, Permission and Status Indicators

User can monitor the state of application sharing activity and permissions through indicators

displayed in the participants list of the participants panel. Table 3.8 describes the icons

displayed in the participant list to indicate moderator and participant permissions and activity

while using application sharing.

Activity Meaning
Indicator
User is conducting an application sharing session.
Application sharing permission is set globally to "on" but the Moderator has
revoked application sharing permission from this user.
Application sharing permission is set globally to "off" but the Moderator
has granted application sharing permission to this user.

Table 3.8: Application Sharing Indicator

3.7.10 Breakout Rooms

To facilitate small group collaboration, a Moderator can create breakout rooms (separate from the

main blackboard collaborate room) and place session attendees into these rooms. Breakout rooms

have their own private Audio, Video, Whiteboard, Application Sharing, Polling, etc., so the

collaboration that takes place in a breakout room is independent of the main room (and other

breakout rooms). Even if there is no Moderator in a breakout room, when anyone in the breakout

room raises their hand or sends a private message to Moderators, Moderators in other rooms will

be notified.

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There are two types of breakout rooms, public and private. A public breakout room does not

require anyone in the room. This means that you can create a breakout room, load content into

the room and switch Content modes (if needed) before you move the Participants and Moderators

into the room. A private breakout room is temporary and closes when no one is left in the room.

When the Moderator moves someone into a breakout room, the Participants list is updated,

displaying the name of the room and the names of the people in the room.

3.7.11 File Transfer

The file transfer feature permits Moderators to upload files into the File Transfer Library in order

to share them with everyone in the session. Uploaded files can be pushed out to everyone in the

session and explicitly saved by the receiving participants and moderators. The File Transfer

Library displays a list of all the preloaded files and files currently being loaded into the library.

Figure 3.25 shows the File Transfer Window.

1 Load files for transfer 4 Remove file from library

2 Load URL for transfer 5 Prompt recipients that file can be saved
3 Save file to disk

Figure 3.25: File Transfer Window

3.7.12 Multimedia Files

The Multimedia feature allows user to play a multimedia file or a multimedia URL in a session.

Figure 3.26 shows the Multimedia Library Window interface. User can open the Multimedia

Library in one of two ways:

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 • From the Window menu, select Show Multimedia Library.

• Load a multimedia file through the collaboration toolbar and it will automatically open.

1 Load Multimedia files 4 Play selected media

2 Load Multimedia URL 5 Stop playing selected media
3 Remove media from library

Figure 3.26: Multimedia Library Window

3.7.13 Interactive Recordings

Moderator can record a session and play it later by clicking on a link. Moderator may want to

provide the link to those who missed the session or to those who attended but would like to review

the session. Or user may want to record sessions for archival purposes. All activity that occurs in

the main room of the session will be recorded, except for private chat messages, the timer and

personal notes. (Only the activity in the main blackboard collaborate web conferencing room will

be recorded. Anything that occurs in a breakout room will not be recorded.)

As the recording progresses, blackboard collaborate inserts index entries to mark significant

events within the session. Anyone viewing the recording can navigate through the recording to

points marked with index entries. User can start or stop recording at any time during the session.

User also can erase the recording at any time during the session. Moderator can use all the

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available Interactive Recording features. Participants cannot record sessions, but they can play

them. Table 3.10 shows the Moderator and Participant recording features, a checkmark indicates

which functions can be performed by Moderators and which can be performed by Participants.

3.7.14 Quiz Manager

The Quiz Manager allows user to create multiple choice and short answer quiz questions. A quiz
can consist of any number of questions and can be presented to Participants during the session.
Figure 3.27 shows the Quiz Manager Window.

1 Create New Quiz button

2 Load Quiz button
3 Save Quiz to File button
4 Remove Quiz from Library button
5 Edit Quiz button
6 View Quiz button

Figure 3.27: Quiz Manager Window

3.8 Limitations of Blackboard Collaborate

Blackboard Collaborate is a synchronous learning management system. It is a learning system

where teaching and learning takes place in a real time like traditional classroom. Hence, the

student must strictly comply with real live lecture classroom session time table. Any students that

miss a class for whatever reason may not be able to make up for such a class most especially

where student are sparsely located in different part of the world. It also requires high bandwidth

Internet connectivity for student to be able to enjoy effective broadcast of audio and video.

Table 3.9 and 3.10 present the comparative analysis of the advantages and disadvantages of

Moodle and Blackboard Collaborate.

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TOOL ADVANTAGES DISADVANTAGES

Moodle It allow student to learn at their own pace with Moodle features do not include
flexibility to join discussion at any item. use of audio, video and
whiteboard in real time.

Users of Moodle require a computer with Poor internet connection may be a

iunternet connection. Laptop computer is problem for effective use of
preferred because of ease of mobility. Moodle for teaching and learning

User can engage in different learning styles and Non verbal communication such
activities such as lesson, forum, wiki, blog, as use of body language facial
assignment, quizzes, and chat expression and face to face
communication are not available
in Moodle.

Moodle is an open source software that require Managing of computer files and
no cost for its acquisition and use use of the software may be a
problem for beginners that are not
acquitted with the use of
computer system.

Moodle can interoperate across different It may indulge laziness in student

operating system platform and versions such as because of poor enforcement of
Window, Linux, Unix and Macintosh virtual presence.

It is very easy to learn and install. Support and Poor method of controlling
assistance are provided by the Moodle cheating and malpractices as
Community. student may collaborate to do
personal test and assignment.

It is compatible with other LMS such as

blackboard and WebCT. Data may be imported
from other LMS into Moodle.
It can be integrated with synchronous system

Table 3.9: Advantages and disadvantages of Moodle

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TOOL ADVANTAGES DISADVANTAGES

Blackboard Communication in blackboard collaborate is multi- It is costly to acquire

Collaborate directional. Broadcasting and multicasting except the 30days trial
technology are employed for data transmission. version.
Crystal-clear and full-duplex voice over the Internet
Blackboard Collaborate user require a computer Cost of hardware and
with internet connection, web camera and favourable internet
microphone for video and audio transmission bandwidth is enormous.

Effective sharing of knowledge and expertise across It requires very high,

very large geographical boundary. effective and reliable
internet connectivity.

Use of blackboard collaborate can reduce threat to Delay and waste of time
security of live and property as a result of travelling may be encountered
and student violence. because of poor
connectivity or
breakdown of hardware.

It can operate across different operating system Does not have

platform such as Window, Apple, Macintosh and registration and grade
Linux. book modules

It can be integrated with asynchronous tool for

effective teaching and learning.
Effective collaboration between lecturer to student
and student to student.
Increase potential for effective teaching and learning
and promote distance education.
It can be used with any subject most especially
science and engineering that require practical and
demonstration.

It is fully hosted by the provider in form of Software

As a Service SAAS). No cost of hosting is required
again.
Table 3.10: Advantages and disadvantages of Blackboard Collaborate

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 CHAPTER FOUR

DESIGN OF AN HYBRID VIRTUAL CLASSROOM SYSTEM

4.0 Introduction

This chapter presents the design of prototype hybrid Virtual Classroom System for teaching and

learning using Moodle asynchronous learning management system and Blackboard Collaborate

synchronous learning management system. Users of the virtual classroom can collaborate online

in both real time and self-paced by sharing ideas, experience and content within group members

and other users.

4.1 System Architectural Design

The architecture of the hybridized Virtual Classroom System is presented in Figure 4.1. The

hybrid Virtual Classroom System comprises of the synchronous, asynchronous learning platform

and SMS messaging system. The synchronous and asynchronous learning mode complement each

other and enhance effective teaching and learning while the SMS messaging system module is

design to improve the medium of communication between users of the Virtual Classroom

System..

The Virtual Classroom System architecture comprises of the front tier, application tier and

backend tier. The architecture is modular and all functionalities within the application are

delivered using Apache and JAVA J2EEE Web services and communicate via industry standard

XML messaging. Access is purely via web browser. The application utilizes the Window,

Apache, MySQL, PHP (WAMP) and Internet facilities while providing users with a simple and

consistent User Interface. MySQL’s Process Manager records and provides a viewable audit of all

messages transaction between web services within the system.

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 User 2 User 3 User 4 User 5 User 6

User 1

User 10 User 9 User 7

User 8

INTERNET

B
l
Assignment a Whiteboard
W
c
Chart e k
b b Audio and
Forum o Video
C a
Quizzes r
o
d
Moodle n
Glossaries Chat
C
n
o
Blog e l
c Hand
l
Lesson Raising
t a
SMS b
o
Module o
Application
r r
Wiki Sharing
a
t
e

KNOWLEDGE REPOSITORY

Application Objects Course Module

Application Tier Data Processing
User information Module Message Module

Figure 4.1: Architecture of Hybrid Virtual Classroom System

95
4.2 Application Subsystems

The application tier of the virtual classroom comprises of the Moodle subsystem, Blackboard

Collaborate subsystem and Bulk SMS API subsystem. These subsystems are used to carry out

teaching and learning activities in the virtual classroom. It processes commands, makes logical

decisions and evaluations, and performs calculations based on users request during the teaching

and learning process. It also moves data between the knowledge repository (backend tier) and the

user interface (front end tier).

4.2.1 Moodle Subsystem

Moodle learning management subsystem comprises of the following teaching and learning

activities.

a. Forum: Forum is an online message board where lecturer and students can post messages

to each other while easily keeping track of individual conversations. Forums allow lecturer

and students to communicate with each other at any time, from anywhere with an Internet

connection.

b. Chat: The Moodle chat module is a simple synchronous communication tool allowing

lecturer and students to communicate in real time. In a chat, everyone needs to be logged

in at the same time in order to communicate.

c. Messaging: Messaging is a private communication tool between student and teacher or

between two students within the application. Unlike forums and chats, messaging is not

course-specific; users may send messages to each other regardless of whether they are

enrolled in the same course.

d. Quiz: Quiz is used to get feedback on performance in a learning environment. It is used

for assessment as an important activity in education. Moodle’s quiz module is one of the

most complex pieces of the system. User can create quizzes with different question types,

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 randomly generate quizzes from pools of questions, and allow students to re-take quizzes

multiple times, and have the computer score everything.

e. Assignment: Assignment is a simple method for collecting student work. They are a

simple and flexible catch-all for things you want to grade that don’t fall into any of the

other tool types. The assignment module gives an easy way to allow students to upload

digital content for grading.

f. Glossaries: Glossaries are collection of vocabulary used by practitioners and experts in an

area of study or course, it is used to present new language and word usage to communicate

new ideas or subtle variations of old ones. The glossary module has a number of features

that make it easy for lecturer and student to develop shared vocabulary lists, add

comments to definitions, and even link every appearance of a word in a course to its

glossary entry.

g. Lesson: The Moodle lesson tool is like an adventure books on a course. Each page in the

lesson can have a question at the bottom of the page. The resulting page depends on the

answer the student gives. User can create branching paths through the material based on

the selections students make at each page.

h. Wiki: A wiki is a collection of collaboratively authored web pages. A wiki starts with one

front page. Students can edit the page or add more pages to the wiki by creating links to

new pages that don’t yet exist. Old versions of each page can be viewed by checking the

page history.

i. Blog: Blog is a form of online journal that millions of people around the world use for

self-expression and communicating with family and friends. The author of a blog usually

organizes it as a chronological series of postings. Although some groups of people

contribute to blog, there is usually only one central author for each.

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 j. User registration module: The application tracks user information which includes

username, password and various other types of contact information such as email

addresses, phone number, and so on. User information is store in the database.

k. Course registration module: The application allows the user to search and register for

courses and be able to display details of individual courses registered for. The catalog

includes descriptions of individual course offerings.

4.2.2 Blackboard Collaborate Subsystem

Blackboard collaborate is a synchronous learning management system that allow live, real-time

and scheduled teaching and learning process. Synchronous learning is distinguished from self-

paced asynchronous learning, which students’ access intermittently on demand. The features of

the synchronous module are as presented below:

a. Direct Messaging

The Direct Messaging window is where participant send and receive text messages via

their e-mail.

b. Presentation Area

In the presenter interface, the presentation area allows presenter to upload the

presentation file. It also allows him to navigate between the slides. In the participant

window, the presentation area will display the slide that the presenter is explaining.

c. Shared Resources & Web links

The presenter can share their resources using the load resources facility that will be

present in the presenter interface. The resources will be files of type (doc, rtf, pdf) or

web links (URL). The participants can download these shared resources on their

machines, also they can refer the given web links using their web browser.

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d. Breakout sessions

Breakout sessions allows presenter to divide the participants into groups to discuss a

specific topic or to work on a group assignment. After participants have entered the

breakout session, it is as if they are in a different room.

e. Audio/Video Broadcast

The Audio/Video window allows participants to participate in audio and video

conversations during the session in real life. Their computers must have a soundcard,

video card, microphone, speakers (or a headset) to use the audio feature and web cam to

capture the video for transmission.

f. Whiteboard

The Whiteboard is the main presentation window. The whiteboard tools can be used to

draw or write. User can print the whiteboard screens or save them to a file to review later.

The presenter will be able to write, draw and highlight any particular area on the

whiteboard. The whiteboard consists of various components such as shapes, lines, eraser,

pointer, etc, which can be used to explain lessons in a particular topic to the participants.

The participants can view the whiteboard in their interface, but they will not be allowed to

use it (they will not be allowed to make any changes to whiteboard). The changes made by

the presenter on the whiteboard will be displayed to the participants.

g. Polls

Presenter creates polls. These polls are useful for presenter to get feedback from

participants. Presenter can add poll question to session using this feature. He can select

different types of polls like multi-choice or yes-no polls. Also, he can select whether

participant is allowed to see poll response or not. At participant interface, he can submit

answer to polls and allowed to see response of only those polls to which presenter has

allowed permission to see.

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 h. Participants list and Hands-up list

Participants list displays the name of the participants that are logged in for the session.

Hands-up list displays the participant’s name that has raised their hands (virtually)

using hands up. When participant raise his hands up, presenter can chat with him.

4.2.3 Bulk SMS API Subsystem

Mobile phone seems to be an asset most individuals’ possess, and take almost everywhere with

them, it is therefore a highly effective means of bringing information to users faster, easily and on

the move Adagunodo et al., (2009). The Short Message Service (SMS) is a wireless service that

allows users to send and receive short messages to and from SMS compatible phones via GSM

communication. SMS is integrated with the GSM standard. The Bulk SMS messaging system of

the virtual classroom enable users in the virtual classroom to communicate important or urgent

information to offline users on teaching and learning schedules.

4.2.3.1 SMS Services

There are two basic SMS Services. These are PUSH and PULL services.

a. SMS PUSH Service

The SMS PUSH service provides a standard means to send data to a mobile subscriber without an

explicit request from the subscriber at the time data is delivered. The proposed broadcast category

of services allows the Administrator, Lecturer and Students to send PUSH SMS to all registered

users of a particular course. The SMS application of this Hybrid Virtual Classroom System makes

use of SMS PUSH Service.

b. SMS PULL Service

A Pull SMS service on the other hand, is one whereby mobile users can sends a request to an

application and obtains an automatic response from such an application. This is a full duplex

scenario. The scope of this thesis work does not capture SMS Pull service.

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4.2.3.2 Virtual Classroom SMS Services

To achieve an effective SMS messaging system in the virtual classroom, three SMS activities are

proposed to promote awareness of learning contexts by utilizing cell phone SMS functionality

within the system.

i. Learning status awareness: This allow Administrator and Lecturer to send information

directly to student phone on their online learning performance in test, assignment, and

examination. It captures a learner’s knowledge acquisition status.

ii. Schedule reminder: This enables teachers to communicate information about changes in

course schedule. Students are reminded of incoming tasks and urged to complete them. It

is also used for transmitting messages about unfamiliar concepts to remind students of

what they should learn in a given time frame.

iii. Mentor arrangement: This allow student to arrange a special interactive session with

lecturer on demand on a particular difficult topic or section of a course that is not clear to

the students. It allow schedule of special appointment with lecturer to solve learning

difficulties.

4.3 Architecture of the Virtual Classroom SMS Messaging System

Figure 4.2 present the Architecture of the Virtual Classroom SMS Messaging Subsystem. It

comprises of virtual classroom Server, SMS Gateway Server, Transmission Station and GSM

users of different mobile network.

Figure 4.2: Architecture of the SMS Messaging System

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4.4 Conceptual Diagram of the Virtual Classroom System Environment

The Figure 4.3 show the conceptual diagram of the Virtual Classroom System showing the

application tier, Moodle subsystem, blackboard collaborate subsystem, SMS API subsystem and

knowledge repository.

INTERNET

MOODLE

SUBSYSTEM BULK SMS API SUBSYSTEM

BLACKBOARD COLLABORATE
SUBSYTEM
KNOWLEDGE REPOSITORY

Application Objects Course Module

Application Tier Data Processing Message Module

User information Module

Figure 4.3: The conceptual diagram of the Virtual Classroom System

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4.5 Application Tiers

The Virtual Classroom System is a multiple-tiers application consisting of client-tier (CT), web

tier (WT), and enterprise information system-tier (EIS). The client tier application provides a

Graphic User Interface (GUI) to the end users, which is achieved using a web browser, such as

Internet Explorer, Opera or Firefox. The HTML and PHP with Java applet is used to build the

client-side GUI page. A web server, Apache or Internet Information Server (IIS) which is bundled

with Microsoft’s office server reference implementation, is used to serve GUI page at the web-

tier, and to provide dynamic content HTML/PHP pages, accepts and analyzes the user’s inputs,

passes the user’s request to the Enterprise tier for processing and forward response back to the

client. The web tier handles the business logic and data processing. It communicates with the

Enterprise Information System (EIS) tier through appropriate protocols. A relational database

MYSQL version 5.2 and PHP are used to build the EIS tier application.

The web-tier application communicates with the enterprise tier application through HTML/PHP

interface. The protocol is Internet Protocol (IP), which is transparent to the application

development since all these have been done on the Windows Operating System. This design

architecture enables a great flexibility, modularity and independence of the client from the server

application development. A tier can be anywhere in the network, local or remote; can be

implemented with any programming languages. Figure 4.4 present the Application Tiers of the

Virtual Classroom System.

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 Front /Client Tier
- Provides user GUI
Client Tier (Requestor) - Built with HTML, PHP, & Java
Scrip and Java applet
- Communicate through
browsers

Middle / Web Tier

- Provide dynamic content to
users
- Presents the data model to the
Web Tier (Requestor) client
- Accepts and analyze the users
input
- Passes user’s input to EIS for
processing and
- Forward response back to users
 Moodle
 Blackboard collaborate
 SMS API

Back End /Enterprise Tier

- Stores the business object data
Enterprise Information System - Handles business logic
- Deals with the business rules
(Knowledge base) and data
 My SQL

Figure 4.4: Application Tiers

4.6 Application Objects

The object-oriented design method is used in this application. The process of object-oriented

designs begins with the identification of business objects, data, presentation, Short Message

Service (SMS) objects model. The application objects can be divided into three logical categories.

a. objects that deal with presentation aspects of the application,

b. objects that deal with the business rules and data,

c. objects that accept and interprets user requests, and

d. SMS objects.

Figure 4.5 shows the Application objects of the Virtual classroom System.
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 Security Asynchronous Synchronous
Manager Learning Manager Learning Manager

SMS Data Business Presentation

Objects
Objects Objects Objects

BACK-END (MySQL Database)

Figure 4.5: Application objects

4.7 Data Processing Module

One of the first decisions taken in this project concerns the tiers that the application uses. The

chosen platform is designed for multi-tier applications, and offers a lot of flexibility in choosing

how to distribute application functionality across the tiers. In Web- enabled application, such as

this application, the client tier, that is, the browser communicates with the web tier and the web

tier communicate with the enterprise information system and vice versa. Finally, the EIS or

database tier holds persistent application data. However, there is a choice in whether the Web tier

accesses the EIS resources directly, or goes through an Enterprise Java Bean (EJB) tier. The

decision depends on the functionality, complexity, and scalability requirements of the application

in the real world. Since such requirements can change as the application evolves, one goal for the

design is to make it amenable to migration to an EJB-centric approach therefore; this application

is a multi-tier EJB-centric application. Figure 4.6 show the data processing module that illustrates

the flow of data through the application.

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 Log on Security

User Interface

User Identification

Business Process Manager

Course Course Asynchronous Synchronous

Registration Administration Administration Administration

User Security Audit Trail

Back End
moodle (My SQL)

Operating System
(Windows)

Figure 4.6: Data Processing Modules

4.8 Course Module

This application models a web-based student course delivery system. The application interface is

presented to the students through a hypothetic web site (http://localhost/moodle.index.php). The

student interacts with the application using a web browser. The application presents the student

with a catalog of courses from which the student selects course offerings and register for the

selected courses. New students are required to register using a combination of username and

password. The system notifies the student of course registration by a confirmation email using

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Java Mail API. The student can always make a query to see what courses he/she already

registered earlier. When the student is ready, then, proceed to attend the lecture delivery either in

asynchronous or synchronous mode.

4.9 Usability Specification

The usability specification is the key ways the application would be used. The kinds of

functionality which are available from the user interface of the application are:

a. A common set of links or navigation bars on each page that provide the student

with quick access to common navigational tasks.

b. An organized view of the site’s contents through a categorized course catalog. A

search mechanism to provide students a way to locate courses based on key-word

descriptions.

c. A master view of the catalog that lists course offerings of interest to the student.

This could be the result of the user navigating through a catalog category or the

outcome of a keyword searches.

d. A detail view that describes the details of a particular course offering. Students can

click on an offering in the master view to zoom in on the details of that particular

course.

e. A chatting facility for student registered on a particular course.

f. Access to a forum where users (students and teachers) can exchange ideas on

different issues relating to a given course.

g. Access to submission and uploading of assignment and subsequent access to the

graded result.

h. Blackboard Collaborate and Bulk SMS application modules.

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 4.10 Logical flow

A student connects to the application. If the student logs in, the user module maintains student's

course registration information. It creates new student records and manages these records.

Student records include such information as student ID, name, password, address, phone and

email address:

a. The course module returns a list of courses available.

b. The course catalog module searches the course database for a list of possible

matches to the search criteria and renders the courses for the student user.

c. The student views a specific course. The course catalog module also returns detail

information about the selected course.

d. The student selects a course offering for registration.

e. The registering client module creates a registering cart for the student for the

duration of the user’s session.

f. The student chooses proceed to registration option and commits the course offering

selections. The registration-processing module manages this interaction.

g. The application determines whether the user is logged in and if not, either calls the

student module to set up a new student or let him/her login.

h. The application lets the user revise or cancel the course selections for registration.

If the student accepts, the registration processing logic logs the registration, and

sends a confirmation message by email.

4.11 Virtual Classroom System Models

The Virtual Classroom System model is used to measure the probability of successfulness of each

learning activities in the Moodle and Blackboard Collaborate subsystems. The overall learning

outcome of a particular student (S) in a particular course (K) is measure in percentage. The

models are presented in section 4.11.1, 4.11.2 and 4.11.3.

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4.11.1. Moodle subsystem teaching and learning model

Moodle is an asynchronous learning management system; it has Forum, Quiz, Assignment, Wiki,

Lesson, Chat, Blog, Mail, and Glossary. A set notation shown in equation 4.1 is a collection of

activities used to conduct teaching and learning in Moodle.

 = { , ,
, , , , ,
, } ……………………………………….… 4.1

where Mtl is a set of Moodle teaching and learning activities which are Forum (F), Quiz (Q),

Lesson (L), Assignment (A),Wiki (W), Chat (C), Blog (B), Mail (M), and Glossary (G). Each

activity has weight attributed to it based on their relevance in teaching and learning, equation 4.2

shows the set of weights of each activities.


 = {0.35, 0.25, 0.20, 0.16, 0.14, 0.10, 0.08, 0.05, 0.02}………… 4.2

For student S, registered for course K, Mtl(Sk) is given by equation 4.3.

  = ∑%#$ ∑"!#$[ ,! & ,! '&

,! ' ,! ) ,!  ,!  ℎ ,! 
,! ) ,! ] … … … … 4.3

∀ 0 ≤
  ≤ 1

where
  is the learning outcome of using Moodle learning activities by a student (S) for

course k. - is the week and . is the total number of weeks in a semester,  is the topics or

subtopics for each week in a semester and / is the total number of topics or subtopics in course k

for a semester.

4.11.2 Blackboard Collaborate subsystem teaching and learning model

Blackboard Collaborate is a synchronous learning management system which has Video & Audio,

Whiteboard, Application Sharing, File transfer, and Chat as its teaching and learning activities. It

is represented as set notation shown in equation 4.4

 = {01, , 2, , , } …………………………….…………………... 4.4

where Btl is a set of blackboard collaborate teaching and learning activities which are Video &

Audio (Va), Whiteboard (W), Application sharing (As), Quiz (Q), File transfer (F), and Chat (C).

Each activity also has weight attributed to it as shown in equation 4.5.

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  = {0.3, 0.2, 0.2, 0.1, 0.1, 0.1}……………………………….……… 4.5

For student S, registered for course K,   is given as equation 4.6.

   = ∑%#$ ∑"!#$[01 ,! & ,! '2 ,! )& ,! '& ,! ' ,! ] … … … … … … … … . .4.6

∀ 0 ≤   ≤ 1

where   is the learning outcome of using blackboard collaborate learning activities by a

student S for course k. - is the week and . is the total number of weeks in a semester,  is the

topics or subtopics for each week in a semester and / is the total number of topics or subtopics in

course k for a semester.

4.11.3 Virtual Classroom system teaching and learning model

Equation 4.7 presents the learning outcome in the Virtual Classroom System for a particular

student in a specific course. The degree of success of the proposed system is the percentage

average of the output of both
 and .

   +   

0    = 7 100 … … … … … … … … … … … … … … … … … … . . 4. 7
2
∀ 0 ≤ 0    ≤ 100%

Where 0    is the degree of success in using the proposed Virtual Classroom System for

teaching and learning.

4.12 User Interface

The user interface consist of a set of screens which is the total content delivered to the browser

when the user request an application URL. In other words, a screen can be composed of several

components that constitute different parts of the screen content. From the scenario and function

specifications discussed above, the following interrelated set of screen is developed.

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 a. Entry Login Screen: This screen is display when the users launch the Virtual Classroom

System using the URL http://localhost/moodle.index.html, using a browser. It is a HTML

page meant for controlling access to the Virtual Classroom System. It provides the

security interface to the system.

b. Course Category Screen: Here user can select the appropriate course for self-enrollment

after successful logon.

c. Registered course screen: A user has access to all the modules that relate to the course in

question such as chat, assignment, and forum setup by the course administrator or teacher.

d. Blackboard Collaborate: A user enter the virtual classroom session by clicking on

“Blackboard Collaborate” command from where he/she can meet with the lecturer online

in real time based on the pre-scheduled lecture time table.

e. SMS Module: The SMS module allow user to launch the bulk SMS application in order to

send message relating to course schedule, assignment or request for legitimate assistance

from their colleague or lecturer.

4.13 The Backend Tier

The backend tier is the working database server using MySQL. The core of a web-based

application is the database, which is the long term memory that stores information for the

application. A database is an electronic file cabinet that stores information in an organized manner

so that user can easily search and find it when needed. The MySQL open source software version

available via the GNU GPL (General Public License) for no charge is used for the development of

the back end engine. Anyone who can meet the requirements of the GPL can use the software for

free. The Moodle as an open source application make use of the My SQL open source version.

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4.13.1 Database Schema and Tables

One can think of the back-end of an application as a collection of state with some rules on how

the state changes in response to user interactions. The system maintains persistence data in

MySQL database tables. MySQL is an open-source relational database already described in

Chapter Three. Table 4.1 illustrates the database entity tables and brief description of each of the

table in the database. A number of modules use more than one table to store the needed data in

relational database schema employed by MySQL.

Server name: FUTASPGSVC

Database name: Moodledb

Table 4.1 present different types of table in Moodle database named Moodledb and brief comment

about each of the table.

Table Comments
mdl_assignment Defines assignment; InnoDB free
mdl_assignment submissions Info about submitted assignments
mdl_chat Each of these is a chat room
mdl_chat_messages Store all the actual chat messages
mdl_chat_users Keep track of which users are in which chat rooms
mdl_course Central course table
mdl_course_allowed_modules Allowed modules for each course
mdl_course_categories Course categories
mdl_course_display Stores info about how to display the course
mdl_course_meta To store meta-courses relations
mdl_course_modules Course_modules table retrofitted from MySQL
mdl_course_request Course requests
mdl_course_sections To define the section for each course
mdl_forum Forums contain and structure discussions
mdl_forums_discussions Forum are composed of discussions
mdl_forum_posts All post are store in this table

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Table
mdl_forum_queue
mdl_forum_ratings
mdl_forum_read
mdl_forum_subscriptions
mdl_forun_track_prefs
mdl_glossary
mdl_glossary_alias
mdl_glossary_categories
mdl_glossary_comments
mdl_glossary_entries
mdl_glossary_formats
mdl_glossary_ratings
mdl_grad_categories
mdl_grade_categories_history
mdl_grade_grades
mdl_grade_grades_history
mdl_grade_import_values
mdl_grade_items_history
mdl_grade_letters
mdl_grade_outcomes
mdl_grade_outcomes_courses
mdl _grade_ outcomes_ history
mdl _grade_ settings
mdl _groupings_ groups
mdl_lesson
mdl_lesson_answers
mdl_lesson_attempts
mdl_lesson_branch
mdl_lesson_default
mdl_lesson_grades
mdl_lesson_high_scores
mdl_lesson_pages
Comments
For keeping tracks of post that will be mail in digest forum
Forum_ratings table retrofitted from MySQL
Tracks each user read posts
Keep track of who is subscribed to what forum
Tracks each users untracked forums
All glossaries
Entries alias
All categories for glossary entries
Comments on glossary entries
All glossary entries
Setting of the display formats
Contains user rating for entries
This table keep information about categories, used for group
History of grade_categories
Grade_grades This tables Keeps individual grade for each us
History table
Temporary table for importing grades
History of grade items
Repository for grade letters, for courses and other Moodle
This table described the outcomes used in the system. An out
Store what outcomes are used in what courses
History table
Grade book settings
Link a grouping to a group (note, group can be in multiple
Define lesson
Define lesson answers
Define lesson attempts
Define branches for each lesson/user
Define lesson default
Define lesson grades
Define high score for each lesson
Define lesson pages
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Table
mdl_lesson_timer
mdl_log
mdl_message
mdl_message_contacts
mdl_message_read
mdl_post
mdl_question
mdl_question_answer
mdl_question_attempts
mdl_question_calculated
mdl_question_categories
mdl_question_datasets
mdl_question_dataset_definitions Organizes and store properties for dataset items
mdl_question_dataset_items
mdl_question_match
md_question_match_sub
mdl_question_multianswer
mdl_question_multichoice
mdl_question_numerical
mdl_question_numerical_units
mdl_question_randommatch
mdl_question_sessions
mdl_question_shortanswer
mdl_question_states
mdl_question_truefalse
mdl_quiz
mdl_quiz_answers
mdl_quiz_attempts
mdl_user
mdl_user_admins
mdl_user_coursecreators
mdl_user_students
Comments
Define lesson timer for each person
Define every action logged as far as possible
Store all unread messages
Maintain list of relationship between users
Store all messages that have been read
Generic post table to hold data blog entries etc.
The question themselves
Define answer with a fractional grade (0-1) and feedback
Student attempt. This table gets extended by the modules
Options for question of type calculated
Categories are for grouping questions
Many-many relation between question dataset definitions
Individual dataset items
Defined fixed matching question
Define the sub questions that make up a matching question
Option for multi answer question
Option for multiple choice question
Option for numerical question
Optional units option for numerical questions
Info about a random short answer matching question
Gives ids of the newest open and newest graded states
Option for short answer questions
Store users responses to an attempt, and percentage grades
Option for True-False question
Main information about each quiz
Store answer to quiz
Stores various attempts on a quiz
Store one record for each person
Store information about the admin
Store information about course creator
Store information about student user
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Table
mdl_user_teachers
mdl_wiki
mdl_wiki_entries
mdl_wiki_pages
mdl_workshop
mdl_workshop_assessments
mdl_workshop_comments
mdl_workshop_elements
mdl_workshop_grades
mdl_workshop_rubrics
mdl_workshop_stockcomments
mdl_workshop_submissions
Comments
Store information about teachers
Main wiki table
Hold entries for each wiki start instance
Hold the wiki pages
Define workshop
Info about assessment by teachers and students
Define comments
Info about marking scheme of assignment
Info about individual grades give to each element
Info about rubrics marking scheme
Info about the teacher comment bank
Info about submitted work from teachers and students

Table 4.1: Database Entity Table

4.13.2 Moodle Database Entity Relationship Diagram (ERD)

Entity relationship diagram (ERD) is a diagram for presenting visually the structure of relational

database. Some Moodle Database Table Entity Relationship diagrams are presented in Figure 4.7

through Figure 4.12 below.

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Figure 4.7: Moodle User and Profiles Entity Relationship Diagram

116
Figure 4.8: Moodle Group Entity Relationship Diagram

117
Figure 4.9: Moodle Gradebook Entity Relationship Diagram

118
Figure 4.10: Moodle Block Entity Relationship Diagram

119
Figure 4.11: Moodle Network Entity Relationship Diagram

120
Figure 4.12: Moodle Backup Entity Relationship Diagram

121
 CHAPTER FIVE

IMPLEMENTATION OF THE HYBRID VIRTUAL CLASSROOM SYSTEM

5.0 Introduction

In this chapter, the implementation of prototype hybrid Virtual Classroom System is carried out.

The environmental setup is presented in Section 5.1, justification for the tools used for the

development of the Virtual Classroom System is presented in Section 5.2, while the

implementation techniques are presented in Section 5.3. Setting up of asynchronous learning

activities is presented in Section 5.4, and illustration of asynchronous mode learning activities is

carried out in Section 5.5. Section 5.6 illustrates the synchronous mode learning activities while

Section 5.7 presents the Bulk SMS module. In Section 5.8, the business continuity strategies were

elucidated, Section 5.9 presents the Virtual Classroom System requirement while section 5.10

presents the Virtual Classroom System Evaluation.

5.1 Environmental setup

The environmental setup includes the installation of Moodle, installation, configuration and

integration of Blackboard Collaborate with Moodle as Virtual Classroom System.

5.1.1 Installation of Moodle

The Moodle server was installed on Microsoft Windows 7 Home Edition operating system with

WAMP 2.0 installed as the web server. These were chosen because of their robustness for web

application integration. The WAMP is characterized by Windows, Apache, MySQL and PHP.

The installation of WAMP creates a web directory designated as: c:\wamp\www.

To implement the hybridized Virtual Classroom System, Moodle 2.3 was downloaded online

from www.moodle.org/downloads, unzipped into the web directory already created, and

configured on the WAMP server as follows:

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 config.php – contains basic settings
install.php – the scripts that run to create config.php
version.php – defines the current version of Moodle code
index.php – the front page of the site
admin/ - code to administrate the whole server
auth/ - plug-in modules to authenticate users
blocks/ - plug-in modules for the little side blocks on many pages
calendar/ - all the code for managing and displaying calendars
course/ - code to display and manage courses
doc/ - help documentation for Moodle
files/ - code to display and manage uploaded files
lang/ - texts in different languages, one directory per language
lib/ - libraries of core Moodle code
login/ - code to handle login and account creation
mod/ - all the main Moodle course modules are in this folder
pix/ - generic site graphics
theme/ - code to display and manage users

The Moodle installer script (install.php) was run by pointing the web browser to http://olaniyan-

pc/moodle/install.php which then created the config.php file for the Administrators to complete

the system’s setup. However, the config.php file can be created manually in a text editor as:

<?php // Moodle configuration file

unset ($CFG);
$CFG->dbtype = ‘mysql’;
$CFG->dbhost = ‘localhost’;
$CFG->dbname = ‘moodle’
$CFG-dbuser = ‘root’
$CFG->dbpersist = ‘false’;
$CFG->prefix = ‘mdl’;
$CFG->wwwroot = ‘http://olaniyan-pc/moodle’;
$CFG->dirroot = ‘c:\wamp\www\moodle’;
$CFG->dbpass
$CFG->
$CFG-> ‘
?>
This complete the installation of Moodle

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5.1.2 Installation, Integration and Configuration of Blackboard Collaborate with Moodle

Download the Blackboard Collaborate Moodle Integration for web conferencing from The

Blackboard Collaborate Support Portal http://www.blackboard.com/suport/downloads/

Extract the .zip file to a temporary location. From the temporary location, copy the contents of:

elluminate_blocks/elluminate into: /var/www/html/moodle/blocks/elluminate

The Moodle administration page of the Virtual Classroom System

http://localhost.futavcs.com/moodle/admin was launched. This page shows the progress as the

database installation script for the Moodle Integration is executing. When installation is

completed, click continues. There will be notification of errors or warnings, if there is any.

The Moodle Integration is configured by log in to http://localhost.futavcs.com/moodle/admin as

Moodle Administrator. Open the Moodle Administration page and expand the Modules menu,

then select in the Activities menu, the Manage Activities link. The Activities configuration page

opens. Under the Settings column, click on the Settings link for Blackboard Collaborate Session.

This will open the Blackboard Collaborate Session configuration page. Enter the appropriate

Session Administration System information such as the Server URL of the Blackboard

Collaborate scheduling server that has been enabled for web services access as

“http://try.bbcollaborate.com/trial/m.go?mk=0GPdSoAPq9tonUl1”. Username and Password of

the account on the Blackboard Collaborate scheduling server to be used for Moodle

administration.

Select a Default Boundary Time for all Blackboard Collaborate sessions. This is the number of

minutes (Choose, 15, 30, 45 or 60) before the scheduled start time of a session during which a

participant may join the session. If you want teachers to be able to set their own boundary time,

select Choose. Default is 15 minutes.

Specify whether or not you want the following user options and permissions turned on or off by

setting to them to Yes (on) or No (off). The default is No for all options.
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Pre-Populate Moderators: Pre-populates all Blackboard Collaborate Sessions associated with the

course with the users who have the permission to moderate sessions within the course.

Raise Hand on Entry: Automatically raises the hand of every user who joins the session. By

default, there will be audible notification when someone raises their hand.

Permissions On: Grants full Moderator permissions to all users who join the session. This permits

users to upload content, control the permissions of other users, and any other permission normally

limited to instructors.

Must be supervised: Permits Moderators to view all private chat messages in the Blackboard

Collaborate Session. All session attendees will see an icon in the Chat panel to notify them that

Moderators are able to view private messages.

Click the Test connection button to verify that you can connect.

If the Test connection button does not seem to work, ensure that Moodle Debug Messages is set to

NONE under Site Administration > Server > Debugging.

Click Save changes to complete the configuration.

Users can now add Blackboard Collaborate activities into courses in the virtual classroom.

Upon its success, the home page of the Virtual Classroom System was launched using the link:

http://localhost/futavcs/moodle/index.php. The Administrator can then logon to the site using the

correct name and password and carry out the processes of teaching and learning implementation

such as:

i. Creating and deleting courses

ii. Creating and editing user accounts

iii. Administering user accounts

iv. Changing theme and web features

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5.2 Justification for the chosen tools

The asynchronous learning tool, Moodle is chosen because it is an open source which requires no

cost of procurement and licensing. It has a pleasant interface, making it easy to understand and get

started quickly. User can set up a simple course content pages, forum, quiz relatively quickly, yet

Moodle offers other more advanced activities such as Wiki, Assignments, Glossary, Survey,

Lesson, etc. Moodle interface is very clean, uncluttered and pleasant to use. The Moodle user

community is active and always ready to provide solutions to emerging issues while Blackboard

Collaborates is one of the best synchronous learning management systems with features that can

mimic the traditional classroom. There is high-level of interoperability between Moodle and

Blackboard collaborate which enhance their effective and efficient integration.

5.3 Implementation Techniques

To keep the implementation simple and under control due to the limited time and resources at the

disposal of the researcher, the following assumptions were made.

a. Application design focus on the student course registration interaction only, administration

interaction is done manually. Therefore the Enterprise Information System (EIS) tier’s

database tables are pre-populated manually;

b. For simplicity and limited time span for the research work, only M. Tech postgraduate

courses offered in the Department of Computer Science were entered;

c. There is no limit to the number of students that can enroll for a course and one or more

instructor(s) can offer a course within the same semester;

d. There is no restriction on how many courses a student can enroll (a reasonable student is

limited by capability, time and money);

e. Instructors are assigned to courses and not departments;

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 f. Once a course is registered for, student cannot cancel it. This can only be done by the

administrator or instructor with the Administrator privilege; and

g. As a prototype, only CSC 806: Expert System, an M. Tech postgraduate course offered in

the Department of Computer Science is used for the illustration of how teaching and

learning could be conducted using the Virtual Classroom System platform.

5.4 Setting up Asynchronous Leaning Activities

The asynchronous mode of lecture delivery was through Moodle platform of the Virtual

Classroom System. The following illustration demonstrates how to setup teaching and learning

activities in the Virtual Classroom System using CSC 806 (Expert System) academic information

as a prototype.

5.4.1 FUTA SPGS Virtual classroom Logon Screen

The Figure 5.1 show the logon screen for the Virtual Classroom Users. Users are to provide

correct Username and Password before access to the Virtual Classroom is granted.

Figure 5.1: FUTASPGS Virtual Classroom Administrator logon screen

5.4.2 Course Setting Up

Moodle course comprises of different learning activities presented to participants within a specific

format. This format can be open-ended consisting of a number of topics, or it can be more formal

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such as structured around a beginning and ending date, or it can be formatted to encourage

informal learning.

Moodle allows Lecturer to select one of these three formats while setting up courses:

• Topic (for open-ended or ongoing enrollment - self paced learning)

• Weekly (structured, with a beginning and ending time period - e.g. school environments)

• Social (Forums that encourage informal modes of learning - peer interaction)

The weekly course structure was adopted so that the time limit for a semester may be put into

consideration. The Administrator accesses the course management module from the site

administration block of FUTASPGS Virtual classroom as illustrated in Figure 5.2.

Figure 5.2: Courses Administration Module

A click on the course tab, show the School of Postgraduate Studies (SPGS) which is set up at the

top level. This is follow by setting up other Schools as sub categories of School of Postgraduate

Studies. The departments in each school are setup as sub category of their respective school. The

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semester courses are setup as subcategory of each department. Figure 5.3 show categories of

courses in the Department of Computer Science.

Figure 5.3: Course Categories

5.4.3 Adding and Deleting Courses

Courses can be added, deleted and modified using the Add/Edit button displayed under course

tab. On clicking this button, the screen shown in Figure 5.4 is displayed.

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 Figure 5.4: Adding /Deleting Course Category

5.4.4 Creating and Editing User Account

Before user can do anything in FUTASPGS Virtual Classroom System, a user account must be

created. Once a user account is established the primary administrator can change accounts login

permissions. Following are types of user accounts that can be assigned to a user of the virtual

classroom:

a. Administrator: An Administrator has full privilege of accessing and using all modules of

the Virtual Classroom System;

b. Course Creator: Course Creator can create new courses, teach within them and assign

teachers;

c. Teacher without Editing Permission: Teacher without editing permissions can provide

learner feedback only - e.g. grades, assignment and comments;

d. Teacher with Editing Permissions: Teacher with editing permissions can populate a

course with activities and provide learner feedback - e.g. course registration, conducting

forum activity, issuing assignment and grading of students;

e. Student: Student by default can interact with course content only; and

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 f. Guest: Guest has minimal privilege of viewing content only and usually guest are not

allowed to enter text anywhere.

The categories of user discussed above can be setup using account tab under Users in the site

administration block. The Figure 5.5 illustrates the User Accounts Management.

Figure 5.5: User Accounts Management

5.4.5 Browse and Upload Users

The “Browse List of Users” in the User Accounts Module is used to view the list of registered

users while the “Add a New User” is used to add a single user at a time. The “Upload users” is

used to upload users that have been captured already in a file. The two methods were used to

register users. The records of Computer Science, M. Tech. Postgraduate studies student for the

2010/2011 academic session were stored in Excel files. The Excel file is converted to .csv format

before it could be uploaded. The upload file format allows uploading of large users at the same

time. The two procedures are illustrated in the Figure 5.6 through 5.9.

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 Figure 5.6: Add a new user screen

The use of “Upload Users” requires a number of steps. When the button is clicked the screen

shown in Figure 5.7 is displayed. The file to be uploaded was searched for and the “upload user”

button is clicked. Make sure the excel file is converted to .csv format and the size must not be

more than 2MB as indicated.

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 Figure 5.7: Upload User Screen

Next the Browse button is clicked to locate the .csv file to be loaded as shown in Figure 5.8.

Figure 5.8: Browsing to locate file to be uploaded

Next the records of some M. Tech Postgraduate degree students in Computer Science department

and Lecturers are created as preview in the window displayed below.

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 Figure 5.9: Browse list of registered users

5.4.6 User profile

To view the detail profile of a user, double click user account and see the detail profile. The

profile for a user named Olaniyan Tirmidhi Owolabi is presented in Figure 5.10.

Figure 5.10: A Legitimate User Profile

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5.4.7 Assigning Role to Users

Privileges and permission are granted to users depending on their role in the Virtual Classroom

System. The role of a teacher is granted to lecturers while student role is assigned to student in a

course. Each user can perform activities in the Virtual Classroom based on the role assigned to

him/her in a blocks and activities within a particular course. Teachers role in CSC 806 is assigned

to lecturers whose record has been entered in the database as shown in Figure 5.11.

Figure 5.11: Assigning Teachers Role

5.4.8 Students Enrollment for courses

There are four methods of associating user data with the correct course: Internal Enrollment,

External Databases, Flat File and PayPal. The Internal Enrollment method which require student

to find their course and enroll manually was employed. For security purpose, students cannot

enroll for a course unless they have an enrollment key. A course enrollment key is a code each

student enters when they attempt to enroll for such a course.

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The key makes it more difficult for students who are not officially in the class to gain access to

the virtual classroom platform. The key is created and given to students when they are to enroll

for course in the Virtual Classroom. They will need to use the key only once when they enroll.

5.4.9 Student Enrollment period

The enrollment period is the number of days after the start of the course during which students are

enrolled. The enrollment period for the course is two weeks. After two weeks no students will be

allowed to enroll for a course again except with the permission of the Administrator.

5.4.10 Setting Up CSC 806 (Expert System)

The CSC 806 (Expert System) in the department of Computer Science is registered as a specific

case study for the prototype Virtual Classroom System. The learning activities in the Virtual

Classroom System include lesson, quiz, forum, assignment, chat, and so on. CSC 806 was

formally setup for M. Tech degree in Computer Science as follows:

a. Figure 5.12 illustrates the registration process and learning activities of Expert System as

second semester course in the M. Tech degree programme of the Computer Science

Department. A click on the course will open up the course outline.

Figure 5.12: Course Outline and Learning Activities

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 b. Activities such as Lesson, Chat, and Assignment were setup for the course. To setup an

activity click the “Turn editing on” button on the upper right corner of the screen. On

clicking the button, user is presented with a screen that makes it possible to create various

course activities. The “Weekly” course outlined format is adopted. Each course is divided

into fourteen weeks. This means the course is expected to be taught for fourteen weeks

before examination will be conducted. Figure 5.13 show the course outline activities.

Figure 5.13: Add/Edit Course Outline Activity

5.4.11 Linking Lecture Resource

Resources such as web page and web addresses that can be linked during lecture for more

information are created using “Add a resource” drop down box. This is the tool used in creating

the lecture note for the weeks. The activities such as Assignment, Glossary, Quiz, Forum, and

Chat were created using Add and activity drop down box. The student view which can be looked

at as the student class after setting up all the resources and activities is shown in Figure 5.14.

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 Figure 5.14: Students Lecture Plan View of the Virtual Classroom

5.5 Illustration of Asynchronous Mode Learning Activities

Learning activities in the Virtual Classroom are Lesson, Chat, Forum, Quiz, Assignment, Forum,

Glossary, Wiki and so on. On clicking the lecture note “Areas and Types of Application of Expert

System”, the system displays the screen shown in Figure 5.15 for the purpose of downloading

lesson note:

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5.5.1 Lesson

The lesson activity guides the students on the learning topic for a particular period.

Figure 5.15: Downloading Lecture Note for Expert System

5.5.2 Chat

A chat module is used for live-time discussions. On clicking “week I: Chat” by a user the system

display the screen shown in the Figure 5.16.

Figure 5.16: Week 1 Chart Screen

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The User is expected to choose one of the options displayed in the Figure 5.16 above. On clicking

the option “Click here to enter the Chat Room”, Figure 5.17 is displayed. The user will then be

able to see all the users that are already in the Chat room and he/she can go ahead to chat with

them or chart privately if there are no user in the chat room.

Figure 5.17: Chart Room

5.5.3 Forum

When a user clicks “Week 1 Forum”, she/he is given a screen showing all posted forum topics.

The user can reply a posted entry or add his/her contributions. The Figure 5.18 shows how to add

a new discussion topic in a Forum.

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 Figure 5.18: Forum Screen for Week 1

5.5.4 Quiz

When a user clicks “Week 1 Quiz”, the student is presented with the quiz screen. The User is

expected to click “Attempt Quiz Now” if he/she is ready to take the quiz otherwise the window

could be closed. Depending on how the quiz is setup, a user may be allowed to have more than

one attempt. On clicking “Attempt Quiz Now” the user is presented with the screen displayed in

Figure 5.19.

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 Figure 5.19: Week 1: Quiz Screen

5.5.5 Glossary

When a user click on “CSC 806: Expert System Glossary”, the glossary screen as shown in the

figure 5.20 below is presented.

Figure 5.20: Glossary Screen

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In order to add an entry to the glossary, click on “Add a new entry” and the user is presented with

a screen for adding a new entry. The entries in a glossary may be browse by alphabet, by

category, by date and by author. Click “browse by date” to view the existing glossary as shown in

Figure 5.21.

Figure 5.21: CSC 806: Expert System Glossary

5.5.6 Assignment

When a user clicks on “Introduction to Expert System and AI Assignment” under the Week 1

outline, the assignment posted by the course lecturer and the deadline for submission of the

assignment screen is display. The user is equally presented with the opportunity for uploading a

file that contains his/her answer. Figure 5.22 below show assignment screen for Week 1 on

Introduction to Expert System and AI.

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 Figure 5.22: Introduction to Expert System and AI Assignment Screen

5.6 Illustration of Synchronous Mode Learning Activities

The synchronous mode of lecture delivery in the Virtual Classroom System is through Blackboard

Collaborate platform that was integrated into Moodle learning management system. Internet

access for connecting the Blackboard Collaborate server was provided using MTN F@stLink

modem.

The 30 days trial version of the blackboard collaborates web conference version 12 available for

free demonstration is used for the implementation of this prototype Virtual Classroom because of

the huge cost of the licensed version. The Blackboard Collaborate Web Conferencing is fully

hosted by the provider as a service (SaaS) . Figure 5.23 illustrate how to launch blackboard

collaborate learning management system.

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 Figure 5.23: Blackboard Collaborate Screen

A duly registered student would have access to FUTASPGS Virtual Classroom System after

supplying necessary logon parameter. On entering the Moodle platform, he or she would be able

to see Live Lecture time table link. This links brings out the pre-scheduled live lecture time-table

prepared for CSC 806. Student can also be invited to the real live teaching and learning session

using the Virtual Classroom SMS module. Figure 5.24 illustrate launching of blackboard

collaborate from the Moodle platform.

Figure 5.24: Launching Blackboard Collaborate from the Moodle

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5.6.1 In Session Invitation

The participants are invited to the Virtual Classroom session by sending required URL for

connection to their e-mail address. This URL allows the participant to join the live session based

on initial pre-schedule lecture time table and invitation via SMS module. Figure 5.25 illustrate

how to invite a participant to Blackboard Collaborate session via their e-mail.

Figure 5.25: Invite New Participant Window

5.6.2 Audio and Video Conferencing

The Figure 5.26 shows the screen capture of audio and video conferencing live conversation

between moderator and participant. The poor video quality was as a result of weak internet

connection signal strength.

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 Figure 5.26: Live Audio and Video Conferencing Session

5.6.3 Application and Desktop Sharing

This allows the sharing of applications and remote desktop of moderator with all other

participants. From the blackboard collaborate window, click application or desktop sharing

command and choose the file or application to be shared. If it is an application, click on the

application and choose the command share as shown in Figure 5.27.

Figure 5.27: Application Sharing Process

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The Figure 5.28 shows the shared application that is transmitted live to all participants.

Figure 5.28: Shared Application Window

5.6.4 Whiteboard

Whiteboard is a shared space that everyone can see, allowing participants to draw/write on and

import files such as graphics, photos and PowerPoint slides. Figure 5.29 illustrate how

Whiteboard is used for lecture presentation.

Figure 5.29: Whiteboard Window

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5.7 The Bulk SMS Module

The bulk SMS Module enables users of the Virtual Classroom System to send SMS from the

Virtual Classroom system to other user via their GSM phones. This is achieved with the use of the

Bulk SMS gateway service Application Program Interface (API) integrated into the Virtual

Classroom System.

5.7.1 Virtual Classroom SMS System Welcome and Logon Screen.

When the user click the Bulk SMS Module in the Virtual classroom. The Bulk SMS application is

launched and shows the welcome screen. Figure 5.30 illustrate the SPGS Virtual classroom SMS

System Log on Screen.

Figure 5.30: SPGS Virtual classroom SMS System Log on Screen

The Administartor and registered user can log on to the SPGS Virtual classroom SMS System

with the correct Username and Password for autentication as shown in Figure 5.31.
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 Figure 5.31: Administrator Logon Screen

After successful log on to the SPGS Virtual Classroom SMS System, it will display the SMS

balance available in the account as shown in Figure 5.32 below. If the available SMS message

balance is sufficient, the user shall proceed by clicking on “Send SMS Now” command.

Figure 5.32: SMS System Welcome Screen showing SMS Balance in the account

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If the balance SMS is not sufficient, more Bulk SMS should be purchase from the SMS service

provider via their website “http://www.smslive247.com” by using credit card or master card.

5.7.2 Generating List of Participant

The list of participant may be generated from the Virtual classroom database by using “List

Phonenumbers” command in SMS Virtual classroom system home page. Clicking the command

will generate the phone numbers of all the registered users in the database. Figure 5.33 shows the

process.

Figure 5.33: Generating List of User Phone numbers

5.7.3 Sending SMS

The user will click on send SMS command, type the appropriate message and receivers’ phone

numbers. Receiver’s phone number generated from the database may be copy and pasted in the

send to box. Then, the user clicks Send SMS. Figure 5.34 illustrate how to compose and send

SMS.

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 Figure 5.34: Composed and Send SMS Screen

5.8 Business Continuity Strategy

The business continuity strategies include backing up system data which is considered in Section

5.7.1, restoring systems data is considered in Section 5.7.2, and logs is focused in Section 5.7.3.

5.8.1 Backing up System Data

Backing up of system data is very important because hard disk may fail and database may

collapse on the Moodle server and data will be lost. Therefore it is essential to have a backup

procedure in place. Moodle has an automated backup system that can run on a nightly basis to

export all the course materials for the entire site. The backup tool in Moodle actually runs the

same function as an individual course backup. It simply runs automatically on all the courses on

the site at a specific time. Running the backup tool over the entire courses is processor intensive,

so backups are scheduled for when the server is not usually busy, when there are minimal

numbers of student trying to access the server probably in the night (nightly full-server backup).

Moodle has backup facility that copies the course database data into a file named under

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 moodledata folder with the format backup-course named backup-csc_806-expert_system-

20121203-082.zip is assigned for backing up CSC 806. User may also choose to back up on an

external drive.

There are two steps to setting up the backup:

i. Set the backup setting and types of material to be backed up using the following setting:

Include Modules – is set to “Yes with user data” to preserve all student work for each

course. Users – Set to all so that no account is lost, even if they are not associated with a

current course. User Files – Set to Yes so that restored server look as much like the

original as possible, so all user files should be restored as well. Course Files – set to Yes

so as to restore all course files after a server restore.

ii. Set a backup schedule as shown in Figure 5.35 by turning on the automated backup system

and choosing daily backup process. The execution time is set to early morning. It is a good

idea to choose a backup path on another machine or on a different drive than the one

Moodle is on so there will not be data loss of backups if the Moodle site drive fails. Once

the backup is complete, Moodle will send an email describing the status of the backup to

the Administrator. Figure 5.36 illustrate the completion of CSC 806: Expert System

backup process.

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Figure 5.35: Moodle Backup Setting for CSC 806 (Expert System)

Figure 5.36: CSC 806 (Expert System) Backup Completed Screen

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5.8.2 Restoring System Data

The restoring system data allow the restoring of course data that was previously backed up. This

procedure can get the backed up files from the moodledata folder or from external backup source.

This is achieved as illustrated in Figure 5.37.

Figure 5.37: Restoring CSC 806 (Expert System) Backup

5.8.3 Logs

Moodle keep log of all administration activities. The administrator has access to user activity log

for the entire site. These logs can be viewed based on course, user, date, and activity. The view

live logs is continually refreshes page that display all user activity for the past hour. It can be used

to gauge server load and to get a snapshot of how students and teachers are using the system. The

Figure 5.38 shows the log of the virtual classroom.

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 Figure 5.38: FUTASPGS Virtual Classroom Log

5.9 Virtual Classroom System Requirement

The minimum system requirements for the Virtual Classroom client system are:

• CPU: at least Pentium III 500 MHz

• Memory: 512MB RAM

• Disk: at least 500MB free disk space

• Monitor: 16 bit colors (high color) resolution

• Internet Connection: Broadband 256 Kbps

• Audio: Sound blaster compatible 16+ bit sound card

• Microphone Equipped Headset

• Windows XP (32 bit) operating system and higher versions

• Internet Explorer 5.x, 6.x, Mozilla Firefox e.t.c

• Java Run Time Environment v. 1.5.0 and enabling of ActiveX Plug in.

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5.10 System Evaluation

The hybrid Virtual Classroom System (VCS) minimized problems encountered using either

synchronous or asynchronous learning management system for conducting teaching and learning

only. The real time audio and video streaming, blackboard for writing and sharing of application,

and participant window for the monitoring of student participation in the Virtual Classroom

solved the problem associated with asynchronous learning platform. The asynchronous platform

could be used for collaboration and self-paced learning when there is poor internet connection that

may hinder effective use of real time audio and video streaming. Also, quiz, assignment and grade

book can be used to evaluate student performance in the Virtual Classroom.

The evaluation was carried out to illustrate user friendliness, cost and technical feasibility of using

the VCS for teaching and learning in a University environment.

Survey questionnaires presented in Appendix G were administered to 20 students that use the

prototype VCS during evaluation. 18 out of the 20 questionnaires administered were returned.

This accounted for 90% of the total questionnaire administered. The questionnaire has a total of

15 questions which was divided into the two parts:

a. Student characteristics and

b. User friendliness, cost and technical feasibility

5.10.1 Discussion of survey response

The summary of the response obtained from the questionnaire administered is as follows.

There are three (3) questions in Section A and twelve (12) questions in Section B used to

determine the characteristics of the students and user friendliness, cost and technical feasibility of

the VCS respectively.

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The data obtained were analyzed using Statistical Package for Social Sciences (SPSS) version

17.0 and the result is as presented in Table 5.1 through Table 5.15.

Gender
Frequency Percent Valid Percent Cumulative Percent
Valid Male 12 66.7 66.7 66.7
Female 6 33.3 33.3 100.0
Total 18 100.0 100.0

Table 5.1: Distribution of gender of respondents

The result in Table 5.1 shows that 66.7% of the respondents are male while 33.3% are female

Age group
Frequency Percent Valid Percent Cumulative Percent
Valid Less than
2 11.1 11.1 11.1
30
30-35 5 27.8 27.8 38.9
36-40 7 38.9 38.9 77.8
Above 40 4 22.2 22.2 100.0
Total 18 100.0 100.0
Table 5.2: Age group of respondents

The Table 5.2 shows that 38.9% of the students are within 36-40 years age group, 27.8% falls

between 30 and 35 years, 22.2 percent are above 40 years while just 11.1% are below 30 years.

This shows that all the students are matured to decide on appropriate method of teaching and

learning.

Level of Study
Frequency Percent Valid Percent Cumulative Percent
Valid Postgraduate 18 100.0 100.0 100.0

Table 5.3: Level of Study of Respondents

The result in Table 5.3 shows that all the respondents 100% are postgraduate students. This shows

that the survey target postgraduate students because CSC 806 (Expert System) is an M. Tech.

postgraduate course.
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The response to the twelve (12) questions in section B used to test the user friendliness, cost and

technical feasibility of using the Virtual Classroom System for teaching and learning is as follows.

The Virtual Classroom System interface and experience is interesting

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Agree 12 66.7 66.7 66.7
Agree 6 33.3 33.3 100.0
Total 18 100.0 100.0

Table 5.4: Respondents VCS interface and experience

The result in Table 5.4 shows that all the respondents 100% agreed that the VCS interface and

experience is interesting.

I would like teaching and learning to be conducted using VCS

Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 9 50.0 50.0 50.0
Agree 8 44.4 44.4 94.4
Uncertain 1 5.6 5.6 100.0
Total 18 100.0 100.0

Table 5.5: Respondents interest in the use of VCS for conducting teaching and learning

The Table 5.5 shows that 94.4% of the respondents agreed that they would like teaching and

learning to be conducted using VCS while just 5.6% are uncertain.

I would recommend VCS as a method of teaching and learning to others

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Agree 7 38.9 38.9 38.9
Agree 8 44.4 44.4 83.3
Uncertain 3 16.7 16.7 100.0
Total 18 100.0 100.0
Table 5.6: Respondents view on recommending VCS as a method of teaching and learning

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The result in Table 5.6 shows that 83.7% of the respondents agreed to recommend VCS to others

as a method of teaching and learning while 16.7% are uncertain either to recommend or not to

recommend VCS for teaching and learning.

The VCS tools and controls are easy to identify and use
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 8 44.4 44.4 44.4
Agree 9 50.0 50.0 94.4
Uncertain 1 5.6 5.6 100.0
Total 18 100.0 100.0

Table 5.7: Respondents view on the easy to identify and use of VCS tools and controls

The result in Table 5.7 shows that 94.4% of the respondents agreed that the tools and controls are

easy to identify and use while 5.6% are uncertain. This shows that majority of the respondents

believe that the control and tools are easy to identify and use.

The VCS appeared robust and there were no technical problems

Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 6 33.3 33.3 33.3
Agree 9 50.0 50.0 83.3
Uncertain 2 11.1 11.1 94.4
Disagree 1 5.6 5.6 100.0
Total 18 100.0 100.0

Table 5.8: Respondents view on robust and possibility of technical problem in the VCS

The result in Table 5.8 shows that majority of the respondents 80.3% agreed that the VCS

appeared robust and there were no technical problems while 11.1% are uncertain and 5.6%

disagreed.

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Taking a course using VCS would save me cost as a student
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 8 44.4 44.4 44.4
Agree 9 50.0 50.0 94.4
Uncertain 1 5.6 5.6 100.0
Total 18 100.0 100.0
Table 5.9: Respondents view on possibility of VCS reducing cost of teaching and learning

The result in Table 5.9 shows that 94.4% of the respondents agreed that taking a course using

VCS would save them cost. The remaining 5.6% are not certain on the outcome of cost

implication of using VCS for teaching and learning. This shows that more respondents support

that using VCS could reduce cost of teaching and learning.

I received the SMS message used for the schedule of the VCS real time classroom session

Frequency Percent Valid Percent Cumulative Percent

Valid Yes 17 94.4 94.4 94.4
No 1 5.6 5.6 100.0
Total 18 100.0 100.0
Table 5.10: Respondents acknowledgement of SMS message sent from the VCS application

The result in Table 5.10 shows that 94.4% percent of the respondents received the message sent

from the VCS for the purpose of scheduling real time interactive session between tutor and

student while 5.6% indicate that they did not receive the message. This show that the VCS

mobile messaging system is effective and those that do not receive it may be attributed to problem

with their mobile phone.

The components of the VCS synchronous module is robust and acceptable

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Agree 7 38.9 38.9 38.9
Agree 10 55.6 55.6 94.4
Uncertain 1 5.6 5.6 100.0
Total 18 100.0 100.0
Table 5.11: Respondents experience with VCS real time interaction
161
The result in Table 5.11 shows that 94.4% agreed that the components of the VCS synchronous

module is robust and acceptable for real audio and video streaming, while 5.6% of the

respondents are not sure.

The VCS audio and video transmission of the real time session is clear

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Agree 2 11.1 16.7 16.7
Agree 3 16.7 22.2 38.9
Uncertain 6 33.3 33.3 72.2
Disagree 4 22.2 16.7 88.9
Strongly Disagree 3 16.7 11.1 100.0
Total 18 100.0 100.0

Table 5.12: Respondents view on clarity of VCS real time audio and video session

The result in Table 5.12 shows that 27.8% of the respondent agreed that audio and video

transmission is clear, 33.3% are uncertain 38.9% disagreed with the clarity of the audio and video

transmission. The disagreement of most of the respondent on the clarity of audio and video

transmission may be attributed to the poor and varying internet bandwidth strength.

The VCS could be used as a substitute to traditional method of teaching and learning

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Agree 5 27.8 27.8 27.8
Agree 6 33.3 33.3 61.1
Uncertain 2 11.1 11.1 72.2
Disagree 4 22.2 22.2 94.4
Strongly Disagree 1 5.6 5.6 100.0
Total 18 100.0 100.0
Table 5.13: Respondents view on the use of VCS as substitute to traditional classroom

The result in Table 5.13 shows that 61.1% agreed that VCS could be used as a substitute to

traditional method of teaching and learning, 11.1% are uncertain while 27.8% disagreed that VCS

could be used as a substitute to traditional method of teaching and learning.

162
Virtual classroom could be used to complement traditional method of teaching and learning
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly
9 50.0 50.0 50.0
Agree
Agree 8 44.4 44.4 94.4
Uncertain 1 5.6 5.6 100.0
Total 18 100.0 100.0

Table 5.14: Respondents view on the use of VCS to complement traditional classroom

The result in Table 5.14 shows that 50.0% and 44.4% of the respondents strongly agree and agree

that VCS could be used to complement traditional method of teaching and learning while only

5.6% are not certain either to use the VCS to complement traditional method of teaching and

learning.

Poor Internet hinders the use of VCS for conducting teaching and learning.
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly Agree 10 55.6 55.6 55.6
Agree 8 44.4 44.4 100.0
Total 18 100.0 100.0

Table 5.15: Respondent experience on the quality of Internet connection

The result in Table 5.15 shows that all the respondents 100% agreed that poor internet connection

is an impediment to the use and successful implementation of VCS for teaching and learning.

The survey shows that Virtual Classroom System interface is friendly; using VCS may reduce

cost of teaching and learning on the part of the student; the VCS could be used as an alternative or

to supplement traditional method of teaching and learning in a University environment and

beyond. More respondents (94%) support its use to supplement traditional classroom rather than

as a substitute (61%) to traditional method of teaching and learning. These may be attributed to

the poor internet connection experienced which eventually caused poor real time audio and video

transmission between moderator and participants. The SMS messaging system module is effective

163
as a means of communicating VCS users through their mobile phone as 94% acknowledge the

receipt of message sent from the VCS.

The limitations in the number of days of trial version of the Blackboard Collaborate used for the

implementation of this system (30 days), time limit of the project duration couple with limited

resources at the disposal of the researcher does not allow the researcher to carried out real life

teaching and learning for a semester or academic session using the virtual classroom system.

These possess limitation to the scope of the research work. Poor internet bandwidth is another

major problem that results in distorted audio and video transmission. Hence, high strength

dedicated broadband internet connection is recommended for real life implementation of the

proposed Virtual Classroom System for active teaching and learning.

Moreover, this research work complement and improved on the work of Obasa, (2010)

“Development of an Integrated Virtual Classroom System” with the proposed hybrid virtual

classroom mathematical model, integration of SMS messaging system into the VCS, proposed

adaptation of the system for use in postgraduate degree program of university and the evaluation

carried out to illustrate the user friendliness, cost and technical feasibility of the system.

164
 CHAPTER SIX

CONCLUSION AND RECOMMENDATION

6.0 Introduction

This Chapter presents the conclusion, recommendation and contribution of the research to

knowledge. Conclusion is presented in Section 6.1, the recommendation on the research work is

presented in Section 6.2 and contribution of the research to knowledge is presented in Section 6.3.

6.1 Conclusion

This thesis provides a model for hybrid Virtual Classroom System, the model composed of

Modular Object Oriented Dynamic Learning Environment (MOODLE), Blackboard Collaborate

and SMS Messaging subsystems. The Virtual Classroom System teaching and learning model

measure the probability of successfulness of each learning activities in the Moodle and

Blackboard collaborate subsystems and degree of success of a particular student in a specific

course using the hybrid Virtual Classroom System for teaching and learning.

The hybrid Virtual Classroom System was developed using Hyper-Text Markup Language

(HTML, Java Script, and Hypertext Preprocessor (PHP) programming languages. My Structures

Query Language (MySQL) was chosen as the database management system. Evaluation of the

system using academic information of CSC 806 (Expert System), an M. Tech. degree course in

the Department of Computer Science, Federal University of Technology, Akure was carried out to

illustrate the user friendliness, cost and technical feasibility of the proposed system.

6.2 Contribution of the Research to Knowledge

This research provides a prototype web based Virtual Classroom System for teaching and learning

in a University environment with features such as real time video and audio, chat, whiteboard,

application sharing, hand raising and mobile messaging system.

6.3 Recommendation

Tertiary institutions need to wake up and embrace ICT in lecture delivery so that we can be able

165
to train all our youths that are seriously yearning for higher education. The scope of this study was

limited by the recourses at the disposal of the researcher. It would be worthwhile if education

agencies could collaborate with tertiary institutions to fund researches on web based learning and

virtual classroom as a step towards ensuring that everybody is educated as enshrined in the MDG

goals and Vision 20:2020 of the present administration.

Instead of government spending money in constructing classrooms that will never be adequate for

the ever-increasing population, virtual classroom can be used to complement or substitute

traditional method of teaching and learning. The virtual classroom will be more accessible to

different categories of student that may be sparsely located across the country and the world as a

whole. The use of VCS could also aid in-service training and development solutions for staff of

private organization. Successful implementation of the virtual classroom could reduce the rate of

accident as a result of traveling by students and lecturers.

Government should come up with legislations and guidelines for the implementation of e-learning

and virtual classrooms in all the tertiary institutions in Nigeria so that the certificates obtained

through e-learning can be universally acceptable. The program of National Open University

should be restructured to adopt the use of virtual classroom. Government should provide an

enabling environment for the Network service provider to provide high quality internet bandwidth

that could support real time audio and video broadcast in a virtual classroom for effective teaching

and learning and at a reduced rate as poor internet connection is a major threat to VCS

implementation.

Future work on VCS should be towards integration of result processing system and auto response

SMS pull service with the VCS. This will enable the students to obtain their result by just sending

a code or message to the virtual classroom server. Also, real life application and performance

evaluation of students using the system for teaching and learning should be carried out for a

semester or academic session.

166
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 APPENDICES

APPENDIX A: LOGIN MANAGEMENT CODE

<?php // $Id: loginas.php,v 1.47.2.2 2008/01/10 15:09:10 skodak Exp $

// Allows a teacher/admin to login as another user (in stealth mode)

require_once('../config.php');

require_once('lib.php');

/// Reset user back to their real self if needed

$return = optional_param('return', 0, PARAM_BOOL); // return to the page we came from

if (!empty($USER->realuser)) {

if (!confirm_sesskey()) {

print_error('confirmsesskeybad');

$USER = get_complete_user_data('id', $USER->realuser);

load_all_capabilities(); // load all this user's normal capabilities

if (isset($SESSION->oldcurrentgroup)) { // Restore previous "current group" cache.

$SESSION->currentgroup = $SESSION->oldcurrentgroup;

unset($SESSION->oldcurrentgroup);

if (isset($SESSION->oldtimeaccess)) { // Restore previous timeaccess settings

$USER->timeaccess = $SESSION->oldtimeaccess;

unset($SESSION->oldtimeaccess);

if (isset($SESSION->grade_last_report)) { // Restore grade defaults if any

$USER->grade_last_report = $SESSION->grade_last_report;

unset($SESSION->grade_last_report);

if ($return and isset($_SERVER["HTTP_REFERER"])) { // That's all we wanted to do, so let's go back

redirect($_SERVER["HTTP_REFERER"]);

} else {

redirect($CFG->wwwroot);

173
/// User must be logged in

$systemcontext = get_context_instance(CONTEXT_SYSTEM);

$coursecontext = get_context_instance(CONTEXT_COURSE, $course->id);

require_login();

if (has_capability('moodle/user:loginas', $systemcontext)) {

if (has_capability('moodle/site:doanything', $systemcontext, $userid, false)) {

print_error('nologinas');

$context = $systemcontext;

} else {

require_login($course);

require_capability('moodle/user:loginas', $coursecontext);

if (!has_capability('moodle/course:view', $coursecontext, $userid, false)) {

error('This user is not in this course!');

if (has_capability('moodle/site:doanything', $coursecontext, $userid, false)) {

print_error('nologinas');

$context = $coursecontext;

/// Login as this user and return to course home page.

$oldfullname = fullname($USER, true);

$olduserid = $USER->id;

/// Create the new USER object with all details and reload needed capabilitites

$USER = get_complete_user_data('id', $userid);

$USER->realuser = $olduserid;

$USER->loginascontext = $context;

check_enrolment_plugins($USER);

load_all_capabilities(); // reload capabilities

if (isset($SESSION->currentgroup)) { // Remember current cache setting for later

$SESSION->oldcurrentgroup = $SESSION->currentgroup;

unset($SESSION->currentgroup);

174
APPENDIX B: SETTING UP COURSE CATEGORIES

<?php // $Id: category.php,v 2.3.16 2011/03/03 17:39:20 moodlerobot Exp $

// Displays the top level category or all courses

// In editing mode, allows the admin to edit a category,

// and rearrange courses

require_once("../config.php");

require_once("lib.php");

$id = required_param('id', PARAM_INT); // Category id

$page = optional_param('page', 0, PARAM_INT); // which page to show

$perpage = optional_param('perpage', $CFG->coursesperpage, PARAM_INT); // how many per page

$categoryedit = optional_param('categoryedit', -1, PARAM_BOOL);

$hide = optional_param('hide', 0, PARAM_INT);

$show = optional_param('show', 0, PARAM_INT);

$moveup = optional_param('moveup', 0, PARAM_INT);

$movedown = optional_param('movedown', 0, PARAM_INT);

$moveto = optional_param('moveto', 0, PARAM_INT);

$resort = optional_param('resort', 0, PARAM_BOOL);

if ($CFG->forcelogin) {

require_login();

if (!$site = get_site()) {

error('Site isn\'t defined!');

if (empty($id)) {

error("Category not known!");

if (!$context = get_context_instance(CONTEXT_COURSECAT, $id)) {

error("Category not known!");

if (!$category = get_record("course_categories", "id", $id)) {

error("Category not known!");

if (!$category->visible) {
175
 require_capability('moodle/category:viewhiddencategories', $context);

if (update_category_button($category->id)) {

if ($categoryedit !== -1) {

$USER->categoryediting = $categoryedit;

$editingon = !empty($USER->categoryediting);

$navbaritem = update_category_button($category->id); // Must call this again after updating the state.

} else {

$navbaritem = print_course_search("", true, "navbar");

$editingon = false;

// Process any category actions.

if (has_capability('moodle/category:manage', $context)) {

/// Resort the category if requested

if ($resort and confirm_sesskey()) {

if ($courses = get_courses($category->id, "fullname ASC", 'c.id,c.fullname,c.sortorder')) {

// move it off the range

$sortorderresult = get_record_sql('SELECT MIN(sortorder) AS min, 1

FROM ' . $CFG->prefix . 'course WHERE category=' . $category->id);

$sortordermin = $sortorderresult->min;

$sortorderresult = get_record_sql('SELECT MAX(sortorder) AS max, 1

FROM ' . $CFG->prefix . 'course WHERE category=' . $category->id);

$sortorder = $sortordermax = $sortorderresult->max + 100;

//place the courses above the maximum existing sortorder to avoid duplicate index errors

//after they've been sorted we'll shift them down again

begin_sql();

foreach ($courses as $course) {

set_field('course', 'sortorder', $sortorder, 'id', $course->id);

$sortorder++;

176
APPENDIX C – COURSE VIEW CODE

<?php // $Id: view.php,v 1.106.2.7 2009/10/03 01:35:05 nicolasconnault Exp $

// Display the course home page.

require_once('../config.php');

require_once('lib.php');

require_once($CFG->libdir.'/blocklib.php');

require_once($CFG->libdir.'/ajax/ajaxlib.php');

require_once($CFG->dirroot.'/mod/forum/lib.php');

$id = optional_param('id', 0, PARAM_INT);

$name = optional_param('name', '', PARAM_RAW);

$edit = optional_param('edit', -1, PARAM_BOOL);

$hide = optional_param('hide', 0, PARAM_INT);

$show = optional_param('show', 0, PARAM_INT);

$idnumber = optional_param('idnumber', '', PARAM_RAW);

$section = optional_param('section', 0, PARAM_INT);

$move = optional_param('move', 0, PARAM_INT);

$marker = optional_param('marker',-1 , PARAM_INT);

$switchrole = optional_param('switchrole',-1, PARAM_INT);

if (empty($id) && empty($name) && empty($idnumber)) {

error("Must specify course id, short name or idnumber");

if (!empty($name)) {

if (! ($course = get_record('course', 'shortname', $name)) ) {

error('Invalid short course name');

} else if (!empty($idnumber)) {

if (! ($course = get_record('course', 'idnumber', $idnumber)) ) {

error('Invalid course idnumber');

177
APPENDIX D - USER MANAFEMENT CODE

<?php // $Id: user.php,v 1.75.2.12 2008/12/01 19:20:16 skodak Exp $

// Display user activity reports for a course

require_once("../config.php");

require_once("lib.php");

$id = required_param('id',PARAM_INT); // course id

$user = required_param('user',PARAM_INT); // user id

$mode = optional_param('mode', "todaylogs", PARAM_ALPHA);

$page = optional_param('page', 0, PARAM_INT);

$perpage = optional_param('perpage', 100, PARAM_INT);

if (! $course = get_record("course", "id", $id)) {

error("Course id is incorrect.");

if (! $user = get_record("user", "id", $user)) {

error("User ID is incorrect");

$coursecontext = get_context_instance(CONTEXT_COURSE, $course->id);

$personalcontext = get_context_instance(CONTEXT_USER, $user->id);

require_login();

if (has_capability('moodle/user:viewuseractivitiesreport', $personalcontext) and

!has_capability('moodle/course:view', $coursecontext)) {

// do not require parents to be enrolled in courses ;-)

course_setup($course);

} else {

require_login($course);

if ($user->deleted) {

print_header();

print_heading(get_string('userdeleted'));

print_footer();

die;

// prepare list of allowed modes

178
 $myreports = ($course->showreports and $USER->id == $user->id);

$anyreport = has_capability('moodle/user:viewuseractivitiesreport', $personalcontext);

$modes = array();

if ($myreports or $anyreport or has_capability('coursereport/outline:view', $coursecontext)) {

$modes[] = 'outline';

if ($myreports or $anyreport or has_capability('coursereport/outline:view', $coursecontext)) {

$modes[] = 'complete';

if ($myreports or $anyreport or has_capability('coursereport/log:viewtoday', $coursecontext)) {

$modes[] = 'todaylogs'; }

if ($myreports or $anyreport or has_capability('coursereport/log:view', $coursecontext)) {

$modes[] = 'alllogs';

if ($myreports or $anyreport or has_capability('coursereport/stats:view', $coursecontext)) {

$modes[] = 'stats';

if (has_capability('moodle/grade:viewall', $coursecontext)) {

//ok - can view all course grades

$modes[] = 'grade';

} else if ($course->showgrades and $user->id == $USER->id and has_capability('moodle/grade:view',

$coursecontext)) {

//ok - can view own grades

$modes[] = 'grade';

} else if ($course->showgrades and has_capability('moodle/grade:viewall', $personalcontext)) {

// ok - can view grades of this user - parent most probably

$modes[] = 'grade';

} else if ($course->showgrades and $anyreport) {

// ok - can view grades of this user - parent most probably

$modes[] = 'grade';

179
APPENDIX E: INTEGRATION CODE

<?php // $Id: view.php,v 1.106.2.7 2009/10/03 01:35:05 nicolasconnault Exp $

// Display the course home page.

require_once('../config.php');

require_once('lib.php');

require_once($CFG->libdir.'/blocklib.php');

require_once($CFG->libdir.'/ajax/ajaxlib.php');

require_once($CFG->dirroot.'/mod/forum/lib.php');

$id = optional_param('id', 0, PARAM_INT);

$name = optional_param('name', '', PARAM_RAW);

$edit = optional_param('edit', -1, PARAM_BOOL);

$hide = optional_param('hide', 0, PARAM_INT);

$show = optional_param('show', 0, PARAM_INT);

$idnumber = optional_param('idnumber', '', PARAM_RAW);

$section = optional_param('section', 0, PARAM_INT);

$move = optional_param('move', 0, PARAM_INT);

$marker = optional_param('marker',-1 , PARAM_INT);

$switchrole = optional_param('switchrole',-1, PARAM_INT);

if (empty($id) && empty($name) && empty($idnumber)) {

error("Must specify course id, short name or idnumber");

if (!empty($name)) {

if (! ($course = get_record('course', 'shortname', $name)) ) {

error('Invalid short course name');

} else if (!empty($idnumber)) {

if (! ($course = get_record('course', 'idnumber', $idnumber)) ) {

error('Invalid course idnumber');

} else {

if (! ($course = get_record('course', 'id', $id)) ) {

error('Invalid course id');

180
 }

preload_course_contexts($course->id);

if (!$context = get_context_instance(CONTEXT_COURSE, $course->id)) {

print_error('nocontext');

// Remove any switched roles before checking login

if ($switchrole == 0 && confirm_sesskey()) {

role_switch($switchrole, $context);

require_login($course);

// Switchrole - sanity check in cost-order...

$reset_user_allowed_editing = false;

if ($switchrole > 0 && confirm_sesskey() &&

has_capability('moodle/role:switchroles', $context)) {

// is this role assignable in this context?

// inquiring minds want to know...

$aroles = get_assignable_roles_for_switchrole($context);

if (is_array($aroles) && isset($aroles[$switchrole])) {

role_switch($switchrole, $context);

// Double check that this role is allowed here

require_login($course->id);

//If course is hosted on an external server, redirect to corresponding

//url with appropriate authentication attached as parameter

if (file_exists($CFG->dirroot .'/course/externservercourse.php')) {

include $CFG->dirroot .'/course/externservercourse.php';

if (function_exists('extern_server_course')) {

if ($extern_url = extern_server_course($course)) {

redirect($extern_url);

181
APPENDIX F: BULK SMS CODE

<HTML>

<HEAD>

<title>SPGS, FUTA SMS VC</title>

<meta http-equiv="Content-Type" content="text/html; charset=windows-1252">

</HEAD>

<body background="images/redbg1.gif">

<table id="table1" width="705" align="center" bgColor="#ffffff" border="0">

<tr>

<td colSpan="2" height="70">

<p align="center"><img src="images/header.jpg" width="696" height="150"></p>

</td>

</tr>

<tr>

<td noWrap align="center" width="154" background="images/templa5.gif" height="36">

<font face="Verdana" size="2"><a href="Admin/CreateUser2.php">

<font color="#FFFFFF">Register

Here!</font></a></font></td>

<td vAlign="top" width="540" rowSpan="10"><font style="FONT-SIZE: smaller"

face="Verdana">Welcome Online </font>

</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa5.gif" height="36">

<font face="Verdana" size="2"><a href="Users/Login.php">

<font color="#FFFFFF">Member

Login</font></a></font></td>

</tr>

<tr>
<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>
</tr>

<tr>
<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

182
 <tr>

<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa4.gif" height="36">&nbsp;</td>

</tr>

<tr>

<td noWrap align="center" background="images/templa5.gif" height="36">

<font face="Verdana" size="2"><a href="Admin/Login.php">

<font color="#FFFFFF">Admin

Login only</font></a></font></td>

</tr>

<tr>

<td colSpan="2">

<hr color="#0a5bb6" noShade SIZE="1">

<font face="Verdana"><small>

Copyright © Olaniyan T.O (CSC/03/2759). All rights reserved.

Last modified: November 2012.</small></font></td>

</tr>

</table>

</body>

</HTML>

183
APPENDIX G: QUESTIONAIRE
Computer Science Department,
Fed. University of Technology,
Akure, Ondo State.

Dear Sir/Ma,
QUESTIONAIRE
This interview is for the collection of information based on your experience on the functionality
of the prototype Virtual Classroom System (VCS) developed for conducting teaching and learning
in a University environment. It is part of the requirement for the completion of postgraduate
degree in Computer Science leading to the award of M. Tech degree. I, therefore implore you to
give the necessary information to the best of your knowledge. Every information given will be
treated confidential and use for its purpose.
Instruction: Answer the questions in the questionnaire by ticking the appropriate option as shown
below.
e.g What is your marital status a. Single b. Married c. Divorced
Part A: Student characteristics
1. Indicate your gender
a. Male b. Female
2. Age group
a. Less than 30 b. 30 – 35 c. 36 – 40 d. Above 40
3. Level of Study
a. Postgraduate b. Undergraduate
Part B: User friendliness, cost and technical feasibility of the VCS
4. The Virtual Classroom System interface and experience is interesting
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
5. I would like teaching and learning to be conducted using VCS
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
6. I would recommend VCS as a method of teaching and learning to others
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
7. The VCS tools and controls are easy to identify and use
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
8. The VCS appeared robust and there were no technical problems
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
9. Taking a course using VCS would save me costs as a student
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
10. I received the SMS message used for the schedule of the VCS real time classroom session
a. Yes b. No
11. The components of the VCS synchronous module is robust and acceptable
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
12. The VCS audio and video transmission of the real time session is very clear
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
13. The VCS could be used as a substitute to traditional method of teaching and learning
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
14. VCS could be used to complement traditional method of teaching and learning
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
15. Poor Internet is an impediment to the use of VCS for conducting teaching and learning
a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree
184