A PROJECT REPORT ON

“TATA STEEL E- LEARNING CAPABILITY

DEVELOPMENT”
SUBMITTED IN THE PARTIAL FULFILLMENT OF THE REQUIREMENT
THE AWARD OF THE DEGREE OF
MASTER OF BUSINESS ADMINISTRATION (MARKETING)
IN
Submitted by:
RAHUL KUMAR
ROLL NO-18MBA044
REGISTRATION NO-0323/18
SESSION-2018-2020
Under the Guidance of
Mr. Rajesh Ranjan (Asst. Professor)
FACULTY OF MANAGEMENT STUDIES

NARAYAN ACADEMY OF MANAGERIAL EXCELLENCE,

GOPAL NARAYAN SINGH UNIVERSITY,
JAMUHAR (SASARAM)

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Certificate from institute

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Certificate from organization

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 Declaration

I, RAHUL KUMAR, doing Master of Business Administration from FMS and have done
summer internship from TATA STEEL PVT. Ltd COMPANY on the topic “TATA E-
LEARNING DEVELOPMENT ”

I do hereby indentify my research work to be authentic and original in all respects of the
process carried out in this project Under any evitable circumstances, if my project could be
scrutinized and screened which evades of copying, I am liable for any demarcation /variation of
marks whatsoever my guide of this project deems fit.

RAHUL KUMAR
Roll No- 18MBA044
Session- 2018-20

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 Preface

A Project report is a scientific and systematic study of the real issues on problem with the
application of management concept and skills. The study can deal with small or big issues in
any division of an organization. It can be case study where a problem has been dealt with,
through the process contain scientific collection of data and interpretation of data leading to
valid conclusion.

PROJECT REPORT is an essential part of MBA curriculum. It enables the student to share the
real experiences in the industry. My summer training has placed in Rohtas, Bihar from
01.07.2019 to 31.08.2019 for the period of Eight week. The topic of my project was “TATA
STEEL CAPABILITY DEVELOPMENT E-LEARNING ”.This project report tends to give a
sharp picture of the online education industry.

The training aims to prepare students through a process of practical experience. Practical
exposure no doubt has contributed a significant amount of knowledge to me along with real
experience and was an ideal contribution of academic knowledge and practical experience.

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 Acknowledgement

I take this opportunity to express my deep sense of gratitude to TATA E-LEARNING

CAPABILITY DEVELOPMENT PVT. Ltd. for taking us as a Summer Trainee and extending
us full support and co-operation towards the completion of this project.

I express our deep sense of gratitude to Mr. Rohit Khullar (Supervisor, Jamshedpur)
Who has given us an opportunity to do the summer project in their organization.

I express my sincere thanks to my parents and relatives for their kind co-operation during
my summer period. I also acknowledge my thanks to the all Staffs & Executives who have
given us their full support.

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 Contents
Title
page……………………………………………………………………………………………………………………………………………………………………
……1
certificate from Institute.........................................................................................................................................2
Certificate from Organization..................................................................................................................................3
Declaration..............................................................................................................................................................4
Preface.....................................................................................................................................................................5
Acknowledgement...................................................................................................................................................6
Executive Summary.................................................................................................................................................9
CHAPTER 1.............................................................................................................................................................10
1.1 Introduction............................................................................................................................................10
1.2 Problem Analysis....................................................................................................................................12
1.3 Objective Of The Project.........................................................................................................................14
1.4 Definition Of (Unfamiliar) Terms...........................................................................................................15
1.5 Significance Of E-Learning System..........................................................................................................16
1.6 Statement Of Research Hypothesis.......................................................................................................16
1.7 Research Questions..............................................................................................................................17
1.8 Delimitation And Scope Of Study...........................................................................................................17
CHAPTER 2.............................................................................................................................................................19
2.1 Literature Review...................................................................................................................................19
2.2 Introduction............................................................................................................................................19
2.3 The Literature Review Process...............................................................................................................20
2.4 Literature Review Aims and Methods....................................................................................................21
2.5 Assessment in Relationship to Teaching and Learning According to Different Journals......................23
CHAPTER 3.............................................................................................................................................................25
3. Methodology................................................................................................................................................25
3.1 Introduction............................................................................................................................................25
3.2 Research Design.....................................................................................................................................25
3.3 Sampling.................................................................................................................................................25
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 3.4 Procedure...............................................................................................................................................26
3.5 Data Collection Techniques....................................................................................................................26
3.6 Feasibility Study......................................................................................................................................27
summary............................................................................................................................................................28
CHAPTER 4.............................................................................................................................................................29
4. Presentation, Analysis and Interpretation...................................................................................................29
4.1 Introduction............................................................................................................................................29
4.2 Presentation And Analysis Of Data According To Research Questions/Hypothesis..............................29
4.3 Respondent’s Characteristics And Classification Of Collected Data......................................................30
4.4 System Requirements............................................................................................................................30
4.5 System Evaluation..................................................................................................................................31
CHAPTER 5.............................................................................................................................................................32
5.1 Summary Of Findings...........................................................................................................................32
5.2 Conclusion...............................................................................................................................................32
5.3 Recommendation Actions.....................................................................................................................32
bibliography...........................................................................................................................................................33

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 Executive Summary

This project has been under taken to awareness of Tata e-learning in Rohtas. The project held
from 15 July to 25 august. First we decided to some parameter for this project and made the
questionnaire for customer .And doing the survey between different customer through
questionnaire then we got some positive and negative result of e-learning through work.

As a part of our research analysis according to survey resultant and we used to graphs, brand,
and pie chart for easy to represent fact and figure of analysis data of resultant work. My work is
done in usually computer coaching centre , ITI institutes, technical college.

After the research work we finding the some suggestion for optimizing for the company for
advertising and promotion. issued descriptive method for survey and mostly use of primary
data.

The research work under taken by us has given practical experience and view .Overall the
awareness level towards e learning is poor and in Rohtas. The students are not interested to do
online courses due to lack of practicality.

This has given an idea how to make a strategy for promoting and create awareness programs
and how to select potential customers.

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 CHAPTER 1

1.1 Introduction

E-learning is an education via the Internet, network, or standalone computer. E-learning

is basically the network- enabled convey of skills and knowledge. E-learning refers to using
electronic applications and processes to learn. E-learning includes all forms of electronically
supported learning and teaching. The information and communication systems, whether
networked learning or not, serve as specific media to implement the learning process. This often
involves both out-of-classroom and in-classroom educational experiences via technology, even
as advances continue in regard to devices and curriculum. E-learning is the computer and
network-enabled transfer of skills and knowledge. E-learning applications and processes
include Web-based learning, computer-based learning, virtual education opportunities and
digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape,
satellite TV, and CD-ROM. That is to say E-learning systems contain both Learning
Management System and Course management system. It can be self-pace or instructor-led and
includes media in the form of text, image, animation, streaming video and audio. It is
commonly thought that new technologies can make a big difference in education. In young ages
especially, children can use the huge interactivity of new media, and develop their skills,
knowledge, and perception of the world, under their parents' monitoring, of course.

Many proponents of e-learning believe that everyone must be equipped with basic knowledge
in technology, as well as use it as a medium to reach a particular goal and aim. In the 20th
century, we have moved from the Industrial Age through the Information Age and now to the
Knowledge Age. Knowledge and its efficient management constitute the key to success and
survival for organizations in the highly dynamic and competitive world of today. Efficient
acquisition, storage, transfer, retrieval, application, and visualization of knowledge often
distinguish successful organizations from the unsuccessful ones. The ability to obtain,
assimilate, and apply the right knowledge effectively will become a key skill in the next
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century. Learning is the key to achieving our full potential. Our survival in the 21first century
as individuals, organizations, and nations will depend upon our capacity to learn and the
application of what we learn to our daily lives. E learning has the potential to transform how
and when employees learn. Learning will become more integrated with work and will use
shorter, more modular, just-in-time delivery systems. By leveraging workplace technologies, e-
learning is bridging the gap between learning and work. Workers can integrate learning into
work more effectively because they use the same tools and technology for learning as they use
for work. Both employers and employees recognize that e learning will diminish the narrowing
gap between work and home, and between work and learning. E-learning is an option to any
organization looking to improve the skills and capacity of its employees. With the rapid change
in all types of working environments, especially medical and healthcare environments, there is a
constant need to rapidly train and retrain people in new technologies, products, and services
found within the environment. There is also a constant and unrelenting need for appropriate
management and leveraging of the knowledge base so that it is readily available and accessible
to all stakeholders within the workplace environment

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1.2 Problem analysis

1.2.1 Current system

The current situation is very limited to few resources, students are unable to get knowledge
more than that the lecture provides to them. This in the end limits student’s performances,
because everything a student gets is collected from lectures in class.

Here are some of the problems of the current system:

• The current system at Tata group is that lectures download references for students or for
lecturing.
• Students submit assignment to lectures through hard copies or personal emails.
• Students only get help from lectures if the lectures are in they’re office.  New
lectures to a course have to get materials on their own.
• Student are required to physical be in the classroom in order to gain knowledge thereby
sacrificing all other responsibilities.

• Students are unable to share resources effectively and hold group discussions that are
monitored or supervised by lectures

1.2.2 The future system

The system will hopefully serve as a centralized database of syllabus for the courses offered
at the university allowing students and faculties (current, past and prospective), to view them.
The system will end up bringing an effective communication among students, lectures, and
the administration, by accessing information and other resources anytime, anywhere.

Here are some expected results of the project:

▪ Lectures to upload assignments and resources for their units. Students to

download the resources and upload assignments.

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▪ It provides an easy-to-use way to manage course websites that include
schedule information, announcements, as well as course discussions.

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1.3 Objective of the project

E-Learning represents an innovative shift in the field of learning, providing rapid access to
specific knowledge and information. It offers online instruction that can be delivered anytime
and anywhere through a wide range of electronic learning solutions such as Web-based
courseware, online discussion groups, live virtual classes, video and audio streaming, Web
chat, online simulations, and virtual mentoring. E-Learning enables organizations to
transcend distance and other organizational gaps by providing a cohesive virtual learning
environment. Companies must educate and train vendors, employees, partners, and clients to
stay competitive and E-Learning can provide such just-in-time training in a cost-effective
way. Developing and deploying effective ELearning programs may require products and
services supplied by a variety of vendors, leaving one to connect the dots. One way to start is
to define the goals of the desired learning solution.
Definition of the goals of an E-Learning solution is driven by the following factors:

▪ To perform task analysis

Determine the tasks to be taught, identify subtasks and other elements involved, and identify
the knowledge, skills, and attitudes required to complete the tasks efficiently and effectively.

▪ To perform training needs analysis

Identify the target audience for the training. Identify the shortfall in knowledge, skills, and
attitudes of this audience and determine what the target learners need to know.

▪ To review existing capabilities

Review existing methods and infrastructure for providing training or meeting learning needs.

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 ▪ To determine expectations

Identify concrete expectations and/or ROI requirements from the desired E-Learning
solution. The development of an E-Learning strategy begins by setting goals. What will the E-
Learning strategy accomplish? Without a true understanding of the goals of the E-Learning
strategy, it will be difficult, if not impossible, to be successful.

Before implementing E-Learning, organizations need to set common goals or objectives.

Common goals and objectives include the following:

▪ To reduce learning costs

As a small business owner, you know that online transactions cost a fraction as much those
requiring paper or staff. It’s the same with E-Learning because there are no papers, no delays,
and no travel expenses. Such learning enables employees to take what they have just learned
from their computer screens and apply it to the tasks at hand.

▪ To motivate employees

E-Learning is considered an effective way to keep up with new technology, to generate new
ideas, and to keep your workforce fresh and inspired.

▪ To improve flexibility of course delivery

Smaller businesses don’t have the staff to manage their training and development initiatives.
ELearning technologies can overcome these administrative restrictions

1.4 Definition of (unfamiliar) terms

• Learning Management System (LMS):- A Learning Management System (LMS) is a
software application or web-based technology used to plan, implement, and assess a specific
learning process. Typically, a LMS provides an instructor with a way to create and deliver
content, monitor student participation, and assess student performance

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• Course Management System (CMS):- A course management system is a set of tools
that enables the instructor to create online course content and post it on the Web without
having to handle HTML or other programming languages.

1.5 Significance of e-learning system

Technology has the power to transform education. It is essential to bring it into the classroom
to empower learning. Here are some of the reasons (significance/importance).

1. Students need to be engaged with what they are doing to improve learning outcomes
2. Enables students to become thinkers/learners/risk takers in a sheltered environment.
3. Learn not to rely on the teacher…be accountable themselves…become independent!
4. Broadens the horizons of many students as it exposes students to the world outside their
city or country town.
5. Fits in with Rural Education where students in small rural schools need no longer be
disadvantaged by distance and isolation, as technology allows them to learn virtually
and maintain their subject choices, allows e.g. LOTE (languages other than English) and
other specialist subjects to be taught across schools by a virtual teacher.
6. Allows a mobile learning environment – anywhere, anytime, anyhow.

1.6 Statement of research hypothesis

The main goal of this research is to find out about five influential variables derived from
previous research were applied as independent variables, while perceived e-Learner
satisfaction was used as a dependent variable.

• Hypothesis 1. Learner attitude toward computers will positively influence perceived e

Learner satisfaction with e-Learning.
• Hypothesis 2. Learner computer anxiety will negatively influence perceived e-Learner
satisfaction with e-Learning.

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 • Hypothesis 3. E-Learning course flexibility will positively influence perceived e-
Learner satisfaction with e-Learning.

1.7 Research questions

Some of the key questions addressed by E-learning research are:

How do E-learning strategies actually promote effective learning?

• Can technology be used successfully to simulate authentic tasks and environments?

• What impacts do technology facilitated interaction and practice opportunities have on
student learning?
• What theories of learning support and emerge from E-learning practice?
• Are E-learning strategies affordable, practical and sustainable?
• Can E-learning help to promote objectives related to student access and autonomy?
• How can quality standards be maintained in E-learning environments?
• What new teaching and study skills are required for E-learning and how can they is
promoted?

1.8 Delimitation and scope of study

Although e-Learning has many benefits for students and organizations alike, it also has
limitations

• Computer literacy and access to equipment. Any e-Learning system involves basic
equipment and a minimum level of computer knowledge in order to perform the tasks
required by the system. A student that does not possess these skills, or have access to these
tools, cannot succeed in an e-Learning program.
• Some topics are not appropriate for e-Learning. Certain subjects that require
physical exertion and practice, such as sports and communication skills, are not good

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candidates for eLearning. However, e-Learning can be a useful companion to traditional
education for teaching background and technical information.
• Students themselves can be a limitation to e-Learning. The flexibility and student-
centered nature of e-Learning requires a high level of student responsibility. A successful e-
Learning student must be well organized, self-motivated, and have good time management
skills. What you get out of an e-Learning program is directly related to the amount of effort
you put in.

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 CHAPTER 2

2.1 Literature review

E-learning is among the most important explosion propelled by the internet transformation.
Although it has the inability to handle all functions of the institution such as some courses
that require practical skills and supervision but it also increases the interaction among
students and lectures which in turn will lead to achieve the learning goal as students are able
to access anywhere and anytim. E-learning delivers content through electronic information
and communications technologies. According to, the use of these facilities, involves various
methods which includes systematized feedback system, computer-based operation
network, video conferencing and audio conferencing, internet worldwide websites and
computer assisted instruction. This delivery method increases the possibilities for how, where
and when employees can engage in lifelong learning. Therefore an E-learning system has
more advantages than it has limitations.

2.2 Introduction
Different authors use different terminologies including online learning, Internet learning,
distributed learning, networked learning, tele-learning, virtual learning, computer-assisted
learning, web-based learning and distance learning interchangeably with the term e-learning,
making it difficult to come up with a generic term to define e-learning. The common factor in
all these terms is the use of technology in the delivery of teaching and learning.

But one author by the name of Naidu breaks e-learning down into the following modalities:

1. Individualized self-paced online e-learning where an individual learner accesses

learning materials online;

2. Individualized self-paced offline e-learning where an individual learner accesses

learning materials offline.

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3. Synchronous group-based e-learning where a group of learners work together in real
time via intranet or Internet.

4. Asynchronous group-based e-learning where a group of learners work together through

Internet or intranet but their interactions are not done in real time.

This literature review on learning will cover the learning which happen offline among peers,
the learning which happens online using LMSs (e-learning), the different learning methods
which happens online and their advantages and disadvantages. This literature review will not
cover on social networking interactions which happen in the online social network
environment.

2.3 The literature review process

I used the literature review to generate pertinent ideas that could be further refined. I also
engaged in critical reflection on these ideas in order to evaluate their origins, meaning and
status in the research. During the cause of the study I continuously returned to the literature
review to update it, refine it, and add new information and observations.

In order to make sense of the literature I attempted to examine literature that was current,
similar and relevant.

I used the following criteria as filter to determine whether include or exclude text from the
literature review process.

• Is the material relevant in this study?

• Is the proposed text by an author who was suggested by other author’s reputable
authority?
• Will the material augment the intellectual matrix of this study?
• Will the proposed text shed light on the issues raised in this research?
• Does the date of the material suggest that it is an up to date contribution in this field?

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2.4 Literature review aims and methods
There are two main aims to this literature review. The first aim is to establish the
characteristics and importance of formative, coursework assessment. The second aim is to
identify e-learning techniques, tools and approaches for this type of assessment, to discuss
what is known about their effectiveness and to uncover factors influencing uptake.

For the first aim key articles and books that have shaped current theory on formative
assessment of student work have been identified and analyzed. For the second aim a
comprehensive search of e-learning literature from 2001 to the present was conducted.

The classes taught by the E-learning Center cover many computer and non computer
oriented topics. The classes are presented as online seminars using video and flash media.
Exercises are integrated into each class instruction segment. E-Learning Center offers online
web design tutorials on many aspects of web design, but also on general computer
applications and even certifications.

According to some authors they say that LMS in universities and in different organizations is
very wide spread because of the features they provide which simplify the management and
delivery of course content to students. Regardless of their wide use, their focus is more on the
delivery of content than on the learner. LMSs offer little or no opportunities for learners to
interact and collaborate on different works and to author content which can contribute to the
knowledge which is already available in the systems. LMS are mostly for people/students
who are already computer literati, but for those who don’t not have any computer skills have
a problem to adapt to the new learning system.

Here are some of the negative aspects of the research area form different source:-

1. Bright and independent students (learners) benefits from constructivist approaches

online.
2. Designing online courses may require more imagination and skill than traditional
courses.

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 3. Too many new topics could unintentionally shift the attention from important topics in
online discussions.
4. Online interaction centred on information rather than constructing knowledge.
5. If collaboration serves no real purpose learners will end up learning in isolation.

In another researches it was found that to be effective, tertiary education should engage
learners as active participants in their learning. Achieving this means offering learners
opportunities for interaction in ways that can promote change and growth in the learner’s
conception of knowledge. Such pedagogies aim to encourage learners to become autonomous
lifelong learners, capable of problem solving and critical thinking, and to move them from
being passive recipients of information and knowledge to being active, enthusiastic learners
and knowledge creators.

Here are some of the positive aspects of the research area form different source:-
1. Solving problems through online discussions is more rewarding than face to face
discussions and fewer messages are generated.
2. The role for online lectures is critical to success.
3. Open-ended assignments tend to encourage deep thinking.
4. Knowledge acquired by means of repetition is transferred from short-term to long-term
memory.
5. It helps enhance the skill of independent learning, social skills, teamwork, thinking
skill and internet navigation skill.

The main method to identify relevant articles was reading titles and abstracts of selected
journals articles and papers in conference proceedings. While more time consuming this
method was chosen in preference to keyword search as it presents a more thorough approach
to identifying relevant articles. Additionally, keyword search was carried out on several
databases. This was done to cover some additional conference publications and to cross-check
against the primary search method. Among the keywords used were: online marking,
electronic submission, annotation, marking, assessment mark-up, assessment marking, e-

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learning formative essay, essay mark-up, formative assessment essay, and marking essay
online.

2.5 Assessment in relationship to teaching and learning according to different

journals

Assessment is an important component of education that has to be seen in a wider context of

educational goals, course design and student motivation. While a detailed exploration of these
issues is beyond the scope of this literature review some high- level introductory comments
can be made to provide the context for the following sections. Here are some of the outcomes
of the literature reviews I have gone through.

The first journal I referred to was:- student use of a learning management system for
group projects: a case study investigating interaction, collaboration, and knowledge
construction by Steven d. Lonn Web-based Learning Management Systems (LMS) allow
instructors and students to share instructional materials, make class announcements, submit
and return course assignments, and communicate with each other online. The results indicate
that students successfully used the LMS to interact and, to a significant extent, collaborate,
but there was very little evidence of knowledge construction using the LMS technology."The
combination of learning principles and (LMS) tools … results in a learning environment that
is greater than simply the sum of its parts. This potential, often strived for but much less often
realized, continues to bring faculty and students to the (LMS) with an excitement and
determination that rests on the hope of deeper, more meaningful, engaged learning" (Carmean
& Haefner, 2002, pp. 34)

The second journal was: - The Educational Value of Integrating a Learning Management
System and a Social Networking Platform by Chikumbutso David Gremu. The use of
LMSs at universities and in di erent organizations is very wide spread because of the features
they provide which simplify the management and delivery of course content to students.
Regardless of their wide use, their focus is more on the delivery of content than on the

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learner. LMSs o er little or no opportunities for learners to interact and collaborate on di
erent works and to author content which can contribute to the knowledge which is already
available in the systems.

The third journal was: - Academic and student use of a learning management system:
Implications for quality Debbi Weaver Christine Spratt and Chenicheri Sid Nair. Many
higher education institutions have implemented a learning management system (LMS) to
manage online learning and teaching, with varying levels of support provided to staff and
students, but often there is little subsequent investigation into the quality of the online sites or
the use made of the support structures provided.

The fourth journal was: - e-Learning and implications for New Zealand schools: a
literature review Report to the Ministry of Education by Noeline Wright. This e-Learning
literature review examined texts across a range of countries, but within a relatively short time
frame of the preceding five years. A range of criteria were used to select or eliminate studies
for closer review.E-Learning tools can motivate and engage students. These may be critical
factors leading to improved educational outcomes.Many young people are technologically
literate regarding social networking and using mobile technologies as everyday tools, but they
may still be neophytes when it comes to understanding how to use them in purposeful and
educationally oriented ways.

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 CHAPTER 3
3. Methodology

3.1 Introduction
The study will be conducted as a case study at capability development , in particular to the
department of Business Administration. The case study will help to capture the needed
information so as to accomplish the study.

The study included the respondents such as lectures, students and other professionals of
Zanzibar University and outside the compass; they are so vital factors to complete the study.

3.2 Research design

In the this stage of the data analysis process, the best method which was found to be very
effective is the qualitative view which would help the study to explore the information needed
in creating an efficient yet effective system.

A qualitative research is a systematic subjective approach used to describe life experiences

and give them meaning which its main goal is to gain insight; explore the depth, richness, and
complexity inherent in the phenomenon.

3.3 Sampling
The study was conducted at high learning institution submitted in Rohtas. The purpose of the
study is to design a specialized system for student courses repository. The study helps explore
and investigate the importance of the student course repository in relation to the old system.

Simple random sampling was used when assigning participants, where by each participant has
equal chance to participate. This is done so as to minimize the cost and time, also to get
accurate information from the participants. The interviewed people where students in the
university, lectures and other IT professionals.

The interviewer was allowed to collect some supplementary information about the
respondents personal characteristics and environment which is often of great value in
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interpreting results, this is good because it is free from bias of the interviewers and the
answers are in the interviewers own words.

3.4 Procedure
The study will be conducted in one month; hopefully it will be enough to both interviewer
and respondent to send and respond to the questions for submission. The project preparation
will take two months which will include the submission of the project documentation. During
the designing of the interface and the whole system the will be a constant checking up with
the users who include students and lectures and some professional system developers.

3.5 Data collection techniques

Data collection is the process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes. A formal data collection process is
necessary as it ensures that data gathered are both defined and accurate and that subsequent
decisions based on arguments embodied in the findings are valid.

The process provides both a baseline from which to measure and in certain cases a target on
what to improve, an important aspect of any type of research study. Inaccurate data collection
can impact the results of a study and ultimately lead to invalid results.

In this research the best data collection techniques to used were Questionnaires and Interviews, and
those were the ones used

Questionnaires: - this is where data is collected by giving a respondent a list of questions that are designed to find out
specific information. The questionnaires can be either Paper-pencil-questionnaires or Web based questionnaires.

Interviews: - this is where data is collected by having a conversation between an interviewer and an interviewee. The
conversation can be Face to face, Telephone or Computer Assisted Personal Interviewing (CAPI).

3.6 Feasibility Study

Best Learning Management System Defined

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The best LMS solution is defined in this study as one in which all LMS components are
considered within the total learning infrastructure of Tata group learning such that maximum
student success is ensured from both an institutional and System perspective. Aspects of
these components within the frame work of student success were assessed by the following
attributes:

• Cost effectiveness: - the total cost figures included in this report represent a current
snapshot of the LMS expenditures excluding self-hosting and migration cost, is reported to
the Assessment team. The benefits of the LMS is expected to be more than cost such as
hosting maintenance and other cost that may be incurred.

• Support and Training: - the system must have a virtual learning community provides
students orientates templates and professionals, development resources for faculty by
providing online help desk services for students and faculty that includes chat, email,
telephone and a personalized support portal available

• Ease of Use: - the LMS must have ease of use components and no additional instrument
questions were developed the system should have a higher level of instructor and
administrator perceived application functionality.

• Scalability: - the LMS must be able to report on the number of active course, users, and
average course size and storage capacity on their LMS. It should be able to hold a lot of
actives but still be able to use a less storage capacity.

• Sustainability: - The sustainability of an LMS is paramount to the future growth of

distance learning in the university. The system-wide capability to support LMS-centric
learning technology is challenging in both the short and long terms. Information from the
success NC listening tour notes indicate that: -

(1)Colleges differ on LMS preferences but want continued support from the System Office.

(2)Learning technology offers an effective and flexible means to facilitate learning.

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(3)Increased enrollments have negatively affected instructors, strained facilities, and
encouraged creative interventions to maximize resources.

Summary
The main aim and focus of this study is to find out what will help in the creation and
designing of an eLearning service called a Course Repository. The specific objectives of this
study include the following:-

Firstly to investigate the challenges the university faces with the current system.

Secondly is to find out the requirements of the university that will be needed in the new
system and how will it meet with the business objectives of the university.

Thirdly is to find out whether the new system will benefit the university more than the current
system.

Fourth is to find out how to make the new system user friendly i.e. to the students, lectures
and others

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 CHAPTER 4

4. Presentation, analysis and interpretation

4.1 Introduction
In this chapter, it will explain and try to answer the research questions and determine the
trends and relationship among the variables. It presents the findings of the study project, but
also the general characteristic of the population. It shows the result of the survey conducted in the
study of effectiveness of the ELearning system also known as course repository.

This chapter also explains and shows the backbone of the system by showing you the
database design, user case diagrams for administrators, lectures and students. It explain how
each user of the system can use the system with easy. How they can start from logging in,
what they can do in the system and to logging out.

4.2 Presentation and Analysis of data according to research questions/hypothesis

The data for this study were gathered by means of a survey questionnaire administered to 850
Undergraduate students during the 2019 session. The survey instructed students to provide
feedback about their experiences with the e-learning system. The survey targeted first year,
second year and third year students at the Faculty of Business Administration and 450
responses were achieved, giving a 53% response rate. Respondents were majority female
(56.6%) compared to male (43.4%). By age, respondents were grouped into 16 to 19 (64.2%),
20 to 22 (31.6%), 23 to 25 (2.2%). In terms of students’ level, first year student level is
represented by 26.4%, second year student level is represented by 58.7%, and third year
student level is represented by 14.9%. More detailed descriptive statistics about the
respondents’ characteristics are shown in Table 1.

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4.3 Respondent’s characteristics and classification of collected data
Table 1 descriptive statistics about the respondents’ characteristics
Items Value Frequency(n) Percentage (%)
Gender Male 200 43.4
Female 250 56.6
Age 16-19 289 64.2
20-23 142 31.6
24-26 19 4.2

Table shows the male/female participation, it is encouraging that 56.6% of the participants
were females. Number of females in all walks of life in Rohtas is increasing. E-
learning/distance learning gives an added opportunity to females of far areas to study where
formal higher education institutions are not available. This is one of the prime benefits of
distance learning, especially in the cultural backdrop of Rohtas where parents in small areas
are hesitant to allow females to go outside for study.and almost 96% of the students are
between 16-24 years of age, which shows a very positive trend that young persons are studying
in e-learning. It can also be inferred that a significant number of students belongs to working
class which is understandable that e-learning enables these students to study in a flexible
environment

4.4 System requirements

System requirements are what is necessary for a client to install the web application in their
system and be used hopefully without any difficulties. The aim of this is to help clients make
sure they have all required tools or equipment.

With analysis there are some objectives for hardware, software and any other thing that would
be the minimum requirements to install the system. The minimum requirements are as
follows.

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4.5 System evaluation
In is in the very hope that by the end of the implementation of this system 97 percent of
the problems faced in the by the current system shall be resolved and it will meet all
user requirement, user friendly as users were involved in all stages of the development system.

In this system there are three main users which are the administrator, the lecture and the
student, each one of them has their specific task and roles they can perform within the system.
The system is sensitive to privacy protection thereby the system has been designed to observe
these matters.

4.6 Administrator
The system administrator will have full access privilege of the system which the other users
cannot perform. Some of these include: - assigning roles to user (who is the Admin, lecture or
student), deleting users, adding (department, faculties), and lastly creating users.

4.7 Lecture
The lecture will have the privileges of uploading and downloading documents, posting news
about (test, class, and assignments), start blogs for discussions and upload results
(coursework).

4.8 Student
The student will have less privileges, the student will be able to upload and download
documents, comment on the blogs created by lectures, and view posts news by lectures, and
administrators, and lastly students will be able to view their coursework.

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 CHAPTER 5

5.1 Summary of findings

After a deep research I found that, there is a lot of information concerning the topic of
developing a course repository, but the major problem with the information is that there is a
contradiction as to whether the system itself brings in a lot of benefit to an organization. And
there is an argument as to what it should be what are the contains of a course repository and
what its limits should be.

5.2 Conclusion

In conclusion, to these research project I find that to develop a fully working system is not
only a difficult task but also requires a lot knowledge in database design and some
programming languages. I wish I could develop the system I had in my mind but due to the
limited skill I couldn’t.

It would be very helpful if the University could concentrate on some of the subjects to be
covered in a way that they would help students in their projects, instead of learning C we could
be taught ASP.net, PHP and the other languages that are used when developing a system.

Finally I would like to express myself as to how I find this process of developing a system to
be very awaking to the mind of a student and to learn how to and teach themselves things. I
have built a skill of how to search for things and develop then to my needs. It has indeed been
a great experience.

5.3 Recommendation actions

By the university implementing this system it will help the institution became more
resourceful and avoid an in convince that is caused due some misguided information that
passes through to all students and lectures.

The second recommendation action is that final year projects should be done in groups,
because with the little knowledge student are, it would help students develop more advanced
systems than if they do the alone. It would also easy some of the challenges that students
undergo during the pr
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 Bibliography
[1] G. Pankaj Jain, Varadraj P. Gurupur, Jennifer L. Schroeder, and Eileen D. Faulkenberry,
“Artificial Intelligence-Based Student Learning Evaluation: A Concept Map-Based
Approach for Analyzing a Student’s Understanding of a Topic”, IEEE transaction on
learning technologies, vol 7, no.3, July-September 2014.
[2] https://www.efrontlearning.com/blog/2013/08/a-brief- history-of- elearning-
infographic.html.
[3] https://elearningindustry.com/elearning-statistics-and- facts-for-2015
[4] https://elearningindustry.com/interactive-videos- microlearning-based- training.
[5] http://www.webopedia.com/TERM/I/internet_of_things.ht ml
[6] https://en.wikipedia.org/wiki/Adaptive_learning
[7] https://www.youtube.com/watch?v=nA1Aqp0sPQo&t=53s

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