CHAPTER ONE

INTRODUCTION

1.0 Introduction

Electronic learning is a transition from traditional idea of education—the center of education transmitted from teacher to student and from teaching to learning. This form can inspire the individual to develop a passion for learning, problem solving, and understanding, as well as a long-term memory. In such learning environment student can use his/her own knowledge and experience to learn and acquire the skills to resolute a variety of problem actively, as well as assess and value his/her own works and ideas. The proliferation of e-learning systems in both learning institutions and companies has contributed a lot to the acquisition and application of new skills. With the growth in technology, especially the internet, e-learning systems are only getting better and having more impact on the users [1].

Computer-supported collaborative learning (CSCL) is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers. As we will see later on, such a simple statement conceals considerable complexity. The interplay of learning with technology turns out to be quite intricate. The inclusion of collaboration, computer mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it.  As the study of particular forms of learning, CSCL is intimately concerned with education. It considers all levels of formal education from kindergarten through graduate study as well as informal education, such as museums. Computers have become important in this, with school districts and politicians around the world setting goals of increasing student access to computers and the Internet. The idea of encouraging students to learn together in small groups has also become increasingly emphasized in the broader learning sciences. However, the ability to combine these two ideas (computer support and collaborative learning, or technology and education) to effectively enhance learning remains a challenge—a challenge that CSCL is designed to address.

In this system, the lecturing/ listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students’ discussion and active work with the course material. Teachers who use collaborative learning approaches tend to think of themselves less as expert transmitters of knowledge to students, and more as expert designers of intellectual experiences for students-as coaches or mid-wives of a more emergent learning process.

The system will provide the following solutions;

• Secure and customizable training and learning system
• Skills management and certification via easy web platform
• Blended, collaborative learning and training through communities, white boards & interactive tools
• Best-in-class interface using simple, easy to use system
• Personalized training and learning management tools
• Easy knowledge management, assessments, and tracking
• Simple User management and access rules
• Referral of Students
• Chatting between Lecturers-Students and Students- Students
• Repository of Course Materials via e-portfolio

1.1 Statement of the Problem

The following problems were found in the existing system:

1. Absence of a collaborative e-learning system.
2. Learning is restricted to a specific time.
3. Inability for students in distant locations to participate in learning.
4. Limited access to learning materials.

1.2     Aim and Objectives of the Study

The aim of the research work is to design and implement an intelligent collaborative learning system. The system is intended to achieve the following objectives.

1. To provide a system where users can learn all throughout the day (24/7). There is no time limit to when learning can occur
2. To provide a system where trainings can be done over a long period of time with a very efficient way of monitoring progress
3. To provide a system where students can participate in the activities anywhere. Thereby making doing assignments more comfortable
4. To provide a system where users have access to a large repository of course materials from any location.

1.3 Significance of the Study

The research work is significant in the following ways:

1. It will provide an electronic learning system for collaborative learning.
2. It will eliminate the barrier of distance in learning.
3. It will allow for 24 hours access to learning.
4. It will facilitate easy assessment of students
5. It will bring about easy communication between students and lecturers.
6. The study will serve as a useful reference material to other researchers seeking related information.

1.4     Scope of the Study

This research work covers the design and implementation of an intelligent collaborative learning system using University of Calabar as a case study

The research work is designed to cover the following areas:

• Discussion Boards
• Repository of materials (e-portfolio)
• Chat applications
• List of courses and lectures-in-charge
• Submission of Assignments and Feedbacks

1.5 Organization of Research

This research work is organized into five chapters. Chapter one is concerned with the introduction of the research study and it presents the preliminaries, theoretical background, statement of the problem, aim and objectives of the study, significance of the study, scope of the study, organization of the research and definition of terms.

Chapter two focuses on the literature review, the contributions of other scholars on the subject matter is discussed.

Chapter three is concerned with the system analysis and design. It presents the research methodology used in the development of the system, it analyzes the present system to identify the problems and provides information on the advantages and disadvantages of the proposed system. The system design is also presented in this chapter.

Chapter four presents the system implementation and documentation, the choice of programming language, analysis of modules, choice of programming language and system requirements for implementation.

Chapter five focuses on the summary, constraints of the study, conclusion and recommendations are provided in this chapter based on the study carried out.

1.6  Definition of Terms

Social Networking: A social network is a social structure made of individuals (or organizations) called “nodes,” which are tied (connected) by one or more specific types of interdependency, such as friendship, kinship, common interest, financial exchange, dislike, sexual relationships, or relationships of beliefs, knowledge or prestige.

Collaboration: Collaboration is a recursive process where two or more people or organizations work together in an intersection of common goals — for example, an intellectual endeavor that is creative in nature—by sharing knowledge, learning and building consensus

Wikis: A wiki is a document which can be worked on by a number of users, and which tracks and records all changes made

Blogs: A blog, a contraction of the word weblog, is a type of website where entries are made in journal style and displayed in a reverse chronological order. A typical blog can combine text, images and hypertext links to other blogs, web pages or other online resources. Furthermore, the reader can be given the ability to leave comments against a particular blog entry or topic.

Discussion Boards: A discussion board is an asynchronous communication tool that allows one individual to post a comment or question online. Other individuals who are members of the same discussion board may read that comment/question, and respond with their own remarks over time.

E-portfolio: An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks.