Web-based Virtual Classroom System Model for Computer Science Education Programme in Nigeria

There has been out-cry nationwide about the persistent decline in the quality of our education in Nigeria an indication that the current teaching and learning approaches in use in our institutions have failed. The need to improve the quality of computer science education currently imparted in our Education system has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom was developed to provide a viable medium through which sound ICT education can be offered by our colleges of education that can carter for varieties of learners those who are unable to attend school due to treatment for chronic illnesses; who are at risk for educational failure due to intermittent school attendance. Our system is designed based on active learning approach that adopts blended learning theory (ConstructivistCognivist learning approach), incorporating e-pedagogy that supports varied learning styles and learning strategies through fostering of collaboration among participants in the web-based Virtual learning environment. Our system has an architecture composed of backend engine (based on MySQL server database engine) on Apache web server and a frontend engine. The logical design is modeled with the UML; the application is implemented using the PHP programming language. INTRODUCTION 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 social construction of knowledge. Students need to learn by interacting with their peers so that knowledge can be constructed. 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 and can cater for individuals ranging in attainment, ages and special needs. Virtual classrooms are of three broad categories – independent, collaborate and broadcast (Atasi et al, 2008). Web-based learning approach has come to stay. It not only has dealt with standard but also classroombased environment. This learning approach has raised the stake on how well the benefits of collaborative learning will be properly harnessed in a web-based environment. Collaborative learning according to Zhao et al (2008) means that knowledge is not something that is delivered to students, but rather something that emerges from active dialogue among those who seek to understand and apply concepts and techniques. With collaborative learning environment there is enhanced student – student interaction which may contribute to the achievement of educational goals by influencing educational motivation and aspirations through peer relationships (Hilz, 1993). Kaye (1994) posits that to collaborate means to work together, which implies a concept of shared goals and an explicit intention of “add value” – to create something new or different through a deliberate and structured collaborative process as opposed to simply exchanging information or passing on instructions. Web-based Virtual Classroom System (VCS) provides the platform or structure for effective collaborative learning through which quality knowledge in various forms and approaches can be gained. Computer science is an indispensable discipline that has impacted greatly on our world today and continues to be at the frontier of knowledge necessary for positive transformation of the society. Several students even outside the discipline have expressed interest in taking separate courses in computer science. For various reasons, it may not be possible for them to enter one of the programmes. Some students major in other disciplines, some live in other parts of the country (Nigeria) or even in other countries, and some are gainfully employed, some are hospitalized due to illness and some are physically challenged. For all these persons distance education and webbased learning (e.g VCS) may offer interesting opportunities and democratic advantages. Hilz (1997) asserts that collaborative learning at a distance may give as good results as learning in a traditional classroom, or even better. Nigerian Colleges of Education produce graduates (NCE holders) in computer science who are saddled with the responsibility of imparting ICT skills on our children at the lower level of education (Pre-primary, primary and lower secondary). An attempt to provide all round ICT education to students in this discipline (computer science) by our colleges of education is a step worthy of commendation. To overcome some of these limitations outlined above, we propose to design and develop a “Virtual Classroom system” based on active learning approach in which both normal, irregular students and students hospitalized for long periods use our integrated technology to share learning experiences with other students in public school classroom. Through the use of integrated software technology that presents learning scenario in multimedia format (text, sound, video and graphics), the system allows students to enter and interact with the virtual classroom environment and gain the required knowledge. The task of this research is to examine current aspects of web-based learning environment (Virtual classrooms) in use and identify the areas for improvement and then overall goal being to design and develop according to our requirements, a general usable web-based virtual classroom system (VCS) which will emerge as a viable tool through which collaborative learning and quality knowledge in various ways and approaches can be gained. RELATED WORKS A lot of research work has been conducted and their results established, learning opportunities offered through the virtual classrooms far outweighs that obtained in the traditional classroom environment. Paratone and McCormack (1997) present research that indicates peer tutoring projects are successful. Technologies have been applied to provide feedback. Strasser (1993) discusses how E-mail is used to improve communication between student and instructor. Love and Mckean (1993) present a real-time student feedback system where students can request several actions from the instructor. These actions include speaking faster or slower, using less technical language or summarizing, and so on. In the system, students record their requests by pressing a particular key. The internet has extended the boundaries of the classroom creating new opportunities of tapping the numerous benefits that web-based classes and other distance learning approaches offer. Web based virtual online classroom is designed and developed based on learning theories and streaming media technologies (Zongkai et al, 2007). Zongkai and Qingtang present a web-based virtual classroom as composed of two parts: Instructional Communicating Environment (ICE) which provides learners with learning materials, lecture videos, and interactive environment etc; and Collaborative Learning Environment (CLE) which supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners, with all the environment designed with event based synchronous strategies and e-learning technologies standards. Bernie (2008) describes the use of a web based interactive software called WebQuests. A WebQuest presents an interactive environment with activities that are inquiry-oriented in which some or all of the information that learners interact with emanates from resources on the internet. Carina (2002) presents a virtual classroom that was designed to increase student’s attention, motivation and communication. The virtual classroom was based upon a learning management system (LMS). The LMS has features for collaborative learning, testing and evaluation. First Class is a very popular conferencing system. Web browser is used to access its features which has both real-time (synchronous) and delayed time (asynchronous) resources. Facilities available in First Class include Mail, Chat, shared documents, bulletin board, conference and discussion groups and so on (McConnell, 2000). Learning Space is a course-authoring environment for web-based teaching and learning. It includes both synchronous and asynchronous facilities as well as group and individual spaces. Some of the outstanding features of learning space include: CourseRoom, Schedule, Mediacenter, Profiles, Assessment Manager, and Learning Server (Zhao and Kanji, 2008). Kimberly et al (2008) present a system called WebCT. WebCT is a web-based authoring and electronic communications system that was developed at the University of British Columbia. It has a bulletin board system, which allows users to discuss matters of interest and post information to each other. Other features of WebCT include web-based tools (authoring pages of text, graphic, etc.). Chat (real-time discussions that can be logged), email facilities for individuals (as well as group mailing list facilties), and conferencing facilities (thread discussions) (McConnell, 2000). WebICL (Web-based Collaborative Learning system) is a system presented by Zhao and Kanji (2008) that was modeled and designed based on collaborative learning theory and collaborative learning process. The system design is made up of six components – register, learning group, knowledge learning, teacher’s role, evaluation, and collaborative learning tools. Adewale (2007) presents a University Digital Libraries Adaptive, Personalized E-learning system, which is an adaptive system that monitors particular learner’s behaviour and characteristics based on these; the system compiles resultant and adapted documents from larger universal source documents, the adapted documents are then presented to the learner. The systems reviewed serve the purpose for which they were developed. However there are noticeable limitations, such as: Most of the systems focused more on activities involving the learners only. Instructors contribution or level of involvement in the teaching and learning process is not adequately captured. Group formation for collaborative studies is not open (some are done based strictly on students with the same learning style). Interactive communication support tools (e.g video conferencing) are lacking in the system in most of the system. No single system can be used to manage all the academic activities and records of students and entire classes throughout the entire academic programme (NCE, degree). Our work is a mathematical model web-based virtual classroom system is related in function to all the systems being examined and described above. It is an improvement and a realization of Zhao and Kanji (2008) WebICL (Web-based Collaborative Learning system) framework model based on programming. Our Web-Based Virtual Classroom System (WebVCS) model is an integrated collaborative learning system based on the active learning approach which applies the experiential learning theory. According to our study, experiential learning method is very important to enhance the quality of web-based collaborative learning. That is convergent, divergent, assimilative and accommodative learning style. WebVCS Framework Modeling We adopted the classical scheme where e-learning systems are divided into three logical units: users, knowledge database, and learning environments. These units are then connected and combined to deliver material and to offer optimal learning conditions (Chellali et al, 2009). There are Eight modules in the WebVCS which they are CourseRoom, Schedules, MediaCentre, Learning, Profile, Assessments, Administrative and Database module. The new WebVCS is modeled to transfer a traditional classroom on a network according to the following modalities: remote access for all system users; direct interaction between student and instructors/tutors; support to communication among students; possibility for students to work in cooperative way. The new webVCS is a composite structure with activities in it layered over information/learning resources.