DESIGN AND IMPLEMENTATION OF A LEARNING

MANAGEMENT SYSTEM

BY

JOSEPH GODFREY SULE

02200470370

BSC. COMPUTER SCIENCE

JUNE, 2025

i
 DECLARATION

I declare that this project was written by me and a report of my research work. It has not
been submitted in any institution for award of degree. As such, all papers used were
properly cited and well acknowledged using references.

JOSEPH GODFREY SULE

02200470370

ii
 CERTIFICATION

This thesis, Design and implementation of a learning management system meets the
regulations governing the award of Bachelor of Science (BSc.), Nasarawa State University,
Keffi, and is approved for its contribution to knowledge.

_________________________ ________________
Dr. Anyachebelu T. Kene Date
Supervisor

_________________________ ________________
Dr Binyamin A. Ajayi Date
HOD, Computer Science

_________________________ ________________
Date
Internal Examiner

_________________________ ________________
Prof M. D. Makut Date
Dean, FNAS

_________________________ ________________
Date
External Examiner

iii
 DEDICATION

This work is dedicated to God Almighty, whose grace, wisdom, and strength have been
my anchor throughout this academic journey.

iv
 ACKNOWLEDGEMENTS

First and foremost, I express my profound gratitude to the Almighty God for granting me
the strength, wisdom, and perseverance throughout the course of this academic journey. I
am deeply indebted to my supervisor, Dr. Anyachebelu T. Kene whose unwavering
support, insightful guidance, and critical feedback were instrumental in shaping the
direction and quality of this project. His intellectual leadership and patience have
significantly contributed to the successful completion of this thesis.

I also extend my heartfelt appreciation to all the lecturers and staff members of the
Department of Computer Science, Nasarawa State University, Keffi, for their
dedication, encouragement, and the conducive learning environment they have consistently
provided. My sincere thanks go to my course mates and colleagues whose cooperation and
camaraderie made this academic experience memorable and enriching.

v
 ABSTRACT

This study aims to design and implement a web-based Learning Management System
(LMS) tailored specifically for the Computer Science Department of Nasarawa State
University, Keffi, to enhance academic content delivery, student-lecturer interaction, and
performance monitoring. The research addresses the inefficiencies and limitations of
existing manual and generic LMS platforms which fail to meet the department’s
specialized pedagogical and administrative needs. Adopting the Waterfall Model as the
system development methodology, the study follows a structured sequence of requirement
gathering, system analysis, design, implementation, and testing. It is anticipated that the
new LMS will improve accessibility to learning materials, foster timely feedback, and
streamline course management and academic reporting. The study concludes that a
department-specific LMS can bridge significant gaps in the teaching-learning process,
offering a scalable and user-friendly solution that aligns with modern educational demands
in computer science.

vi
 TABLE OF CONTENTS

Declaration.............................................................................................................................ii
Certification..........................................................................................................................iii
Dedication.............................................................................................................................iv
Acknowledgements................................................................................................................v
Abstract.................................................................................................................................vi
CHAPTER ONE
INTRODUCTION
1.1 Background To The Study........................................................................................1
1.2 Justification For The Study..........................................................................................2
1.3 Statement Of The Problem...........................................................................................2
1.4 Aim And Objectives Of The Study..............................................................................3
1.5 Significance Of The Study...........................................................................................3
1.6 Scope Of The Study......................................................................................................4
CHAPTER TWO
LITERATURE REVIEW
2.1 Conceptual Framework................................................................................................5
2.1.1 Learning Management Systems (Lms)..................................................................5
2.1.2 Digital Transformation In Higher Education.........................................................5
2.1.3 Classification Of Learning Management Systems.................................................6
2.1.4 Features Of An Effective Lms...............................................................................6
2.2 Empirical Review Of Learning Management Systems................................................7
2.2.1 Lms Usability And Student Satisfaction................................................................7
2.2.2 Lms For Programming Education..........................................................................7
2.2.3 Integration Of Collaborative Learning Tools........................................................7
2.2.4 Lms Adoption In Developing Countries................................................................8
2.3 Analysis Of Current Systems....................................................................................8
2.4 Problems Of Current Systems...................................................................................8
2.5 Description Of Proposed System..............................................................................9
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design.........................................................................................................11
3.2.2 Document Review................................................................................................12
3.2 System Design............................................................................................................12
3.2.1 Current Systems...................................................................................................13
3.2.2 Challenges In The Current System......................................................................13
3.2.3 Proposed System Or Solution..............................................................................13
Functional Requirements:.................................................................................................14
Non-Functional Requirements..........................................................................................14
System Architecture.........................................................................................................15
3.3 Methods Of Data Collection.......................................................................................15
Goal Of The Research......................................................................................................16
Data To Be Gathered........................................................................................................16
Methods And Procedures.................................................................................................16
3.3.1 Justification Of Methods......................................................................................16
System Algorithm Description.........................................................................................17
References............................................................................................................................23
vii
 LIST OF TABLE

Table 3.1 Student table

Table 3.2 Lecturer table
Table 3.3 Admin table

viii
 LIST OF FIGURES

Figure 3.1 waterfall Model 11

Figure 3.2 System architecture

Figure 3.3 Flowchart
Figure 3.4 Usecase diagram
Figure 3.5 Entity Relationship diagram

ix
 CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

In today’s digital era, technology has transformed the way education is delivered and

consumed. Learning Management Systems (LMS) are increasingly adopted across

educational institutions to enhance teaching, learning, and administration. An LMS is a

software application or platform designed to manage and deliver educational content,

support communication between students and instructors, and monitor learners’ progress

(Al-Fraihat et al., 2020; Bond et al., 2020; Kebritchi et al., 2020).

For Computer Science students, LMS platforms are especially important. These students

require access to technical resources such as programming tutorials, source code

repositories, project guidelines, and collaborative tools. LMS platforms enable students to

interact with course materials, submit assignments, participate in discussions, and receive

feedback outside the physical classroom environment (Fathema & Akbar, 2021; Al-Maroof

et al., 2020). Moreover, LMS systems support self-paced learning, allowing students to

revisit complex concepts and monitor their performance through automated tracking

features.

However, existing LMS platforms often fail to meet the unique academic and practical

demands of Computer Science education. Many lack features such as intuitive user

interfaces and tools for real-time collaboration. This inadequacy limits student engagement

and learning efficiency (Radović-Marković et al., 2020; Almaiah et al., 2020). To address

these shortcomings, this study proposes the design and implementation of an LMS

specifically tailored for Computer Science students, focusing on flexibility, usability, and

practical functionality.

1
1.2 Justification for the Study

The implementation of a Learning Management System (LMS) for Computer Science

students is vital in ensuring structured course management, timely content delivery, and

effective communication between lecturers and students. An LMS facilitates the

centralization of academic activities such as access to lecture materials, assignment

submissions, grading, and student feedback (Al-Fraihat et al., 2020).

Computer Science education often involves practical components such as programming

tasks, project-based learning, and collaborative work, which require flexible and

interactive learning environments. The integration of an LMS supports these needs by

enabling asynchronous learning, real-time feedback, and collaborative engagement through

features like forums and discussion boards (Bond et al., 2020; Al-Maroof et al., 2020).

Moreover, the use of LMS enhances the efficiency of academic processes by reducing

administrative burdens and ensuring easy tracking of student performance over time. It

also offers students the autonomy to manage their learning paths and revisit instructional

content at their own pace, thereby improving knowledge retention and performance

(Kebritchi et al., 2020; Radović-Marković et al., 2020).

1.3 Statement of the Problem

As higher institutions transition toward digital learning environments, the limitations of

current LMS platforms become more apparent, particularly in disciplines like Computer

Science. Generic LMS systems often lack features such as embedded code editors, syntax

highlighting, or project versioning support. These limitations make it difficult for students

to engage fully in technical coursework that requires practical hands-on experience

(Fathema & Akbar, 2021).

2
Additionally, students face navigation issues due to poorly designed interfaces, leading to

difficulties accessing materials or tracking academic progress (Almaiah et al., 2020).

Lecturers, on the other hand, encounter challenges in organizing technical content, grading

assignments efficiently, and maintaining consistent communication with students. These

inefficiencies can hinder learning outcomes, reduce student motivation, and result in

academic underperformance.

There is therefore a need for a Learning Management System specifically designed to

address the functional, pedagogical, and collaborative needs of Computer Science

education.

1.4 Aim and Objectives of the Study

This study aims to design and implement a learning management system for Computer

Science students.

The objectives of this study include the following;

i. Design a Learning management system architecture

ii. Develop an algorithm for the system

iii. Implement the algorithm

1.5 Significance of the Study

This study is significant because it addresses the limitations of traditional and generic LMS

platforms in supporting Computer Science education. The proposed LMS will enhance

access to educational resources, promote interactive learning, and streamline course

management processes. It will help both synchronous and asynchronous learning models,

thereby improving flexibility and accessibility (Al-Maroof et al., 2020).

Lecturers will benefit from simplified content delivery, grading tools, and student

performance tracking. Students will experience improved engagement through

collaborative features, discussion boards, and a more intuitive interface. The system can
3
serve as a model for future deployment in other departments or institutions seeking

customized learning solutions.

1.6 Scope of the Study

This study is primarily concerned with the design and implementation of a Learning

Management System (LMS) for Computer Science students. It covers the following areas,

including course management, content delivery, assignment submissions, student-lecturer

interaction, and academic progress tracking.

The system will allow students to access lecture materials, submit assignments, participate

in discussions, and receive feedback from lecturers. It will also provide tools for managing

course content, monitoring student performance, and facilitating communication between

students and instructors.

However, this study does not cover advanced features such as artificial intelligence-based

tutoring, virtual reality integration, or third-party software integrations. The system is

designed specifically for use within a university setting to enhance the learning experience

of Computer Science students.

4
 CHAPTER TWO
LITERATURE REVIEW

2.1 Conceptual Framework

Learning Management Systems (LMS) are vital tools in the contemporary educational

landscape, facilitating digital instruction, assessment, and communication. The integration

of LMS in tertiary institutions supports flexible and student-centered learning, especially in

disciplines requiring continuous practical engagement, such as Computer Science (Bond et

al., 2020). Traditional methods of course delivery often limit interactivity, accessibility,

and real-time feedback, which LMS platforms are designed to overcome (Fathema &

Akbar, 2021).

2.1.1 Learning Management Systems (LMS)

A Learning Management System is a software-based platform that supports the planning,

delivery, and evaluation of educational content. These systems allow instructors to upload

course materials, create assignments, and monitor student performance through automated

tracking systems (Al-Fraihat et al., 2020). For Computer Science students, LMS platforms

are particularly valuable due to the need for hands-on coding tasks, project collaboration,

and instant access to technical documentation (Radović-Marković & Salamzadeh, 2020).

LMS tools often include features such as file sharing, discussion forums, quizzes, real-time

messaging, and video conferencing, which promote active learning and virtual classroom

engagement (Baytiyeh, 2020). With the right integration, these systems can support

practical programming tasks and facilitate peer reviews, thus enhancing student learning

outcomes.

5
2.1.2 Digital Transformation in Higher Education

Digital transformation has reshaped higher education through the incorporation of cloud

computing, collaborative tools, and mobile learning technologies. In Computer Science

education, this shift has enabled students to access programming tutorials, submit code,

and participate in group development projects without physical classroom constraints

(Almaiah et al., 2020).

LMS platforms enhance asynchronous and synchronous learning by integrating

communication tools, version control systems, and multimedia content. Moreover,

analytics and dashboard features empower instructors to assess student progress and

personalize learning paths (Zawacki-Richter et al., 2020).

2.1.3 Classification of Learning Management Systems

LMS platforms can be categorized according to functionality, deployment method, and

degree of customization:

i. Closed Source LMS: These are commercial solutions like Blackboard or Canvas

with proprietary control and limited customization (Bond et al., 2020).

ii. Open Source LMS: Platforms such as Moodle allow full access to source code,

enabling customization for departmental needs, including Computer Science-

specific tools (Al-Fraihat et al., 2020).

iii. Cloud-Based LMS: These solutions are hosted remotely, offering scalability,

real-time updates, and reduced IT maintenance burden (Almaiah et al., 2020).

2.1.4 Features of an Effective LMS

An efficient Learning Management System (LMS) specifically designed for Computer

Science students should incorporate several critical features to address the technical and

collaborative nature of the discipline. One essential component is the inclusion of

6
interactive coding environments, such as built-in or integrated development

environments (IDEs), which enable students to write, compile, and test code directly

within the platform (Baytiyeh, 2020). Additionally, collaborative tools are vital; these

may include integration with version control systems like GitHub and dedicated spaces for

team-based project development, fostering cooperative learning and real-world coding

practices (Zawacki-Richter et al., 2020). Another important feature is performance

analytics, which provides visual dashboards to monitor key indicators such as student

participation, assignment submissions, and academic performance trends, helping both

students and instructors track progress over time (Fathema & Akbar, 2021). Lastly, a user-

friendly interface is indispensable—ensuring that the LMS is easily navigable, visually

accessible, and intuitive for users regardless of their technical background (Radović-

Marković & Salamzadeh, 2020). These features collectively contribute to a more effective,

engaging, and responsive learning environment for Computer Science education.

2.2 Empirical Review of Learning Management Systems

2.2.1 LMS Usability and Student Satisfaction

Al-Fraihat et al. (2020) examined how system quality, service quality, and user

satisfaction contribute to the effective implementation and adoption of LMS

platforms in universities. The study emphasized that user-friendly interfaces and real-

time feedback are critical for maintaining engagement, especially in technical fields.

2.2.2 LMS for Programming Education

A study by Fathema and Akbar (2021) analyzed how LMS platforms support programming

education. The findings revealed that LMS systems with code evaluation plugins and

syntax highlighting significantly enhanced student learning outcomes and engagement,

compared to platforms lacking such features.

7
2.2.3 Integration of Collaborative Learning Tools

Bond et al. (2020) reviewed LMS implementations that incorporate collaborative tools like

forums and group workspaces. The study noted that Computer Science students benefit

greatly from these tools, which simulate real-world software development environments

and foster peer-to-peer learning.

2.2.4 LMS Adoption in Developing Countries

Almaiah et al. (2020) examined challenges and opportunities in LMS adoption in

developing countries. They found that infrastructure limitations, lack of training, and

resistance to change affected adoption rates. However, customized and context-aware LMS

solutions showed significant potential to improve digital learning for technical students.

2.3 Analysis of Current Systems

Most existing LMS platforms are generic in nature, lacking specialized features needed for

Computer Science education. While systems like Moodle and Google Classroom offer

basic functionalities, they often do not support embedded coding environments, real-time

compiler integration, or project collaboration tools that are crucial in technical learning

(Baytiyeh, 2020). Moreover, analytics and feedback mechanisms are sometimes limited,

reducing the platform's usefulness for performance tracking and individualized instruction.

2.4 Problems of Current Systems

Current LMS platforms face several challenges:

i. Limited Practical Tools: Lack of integrated development environments and

real-time programming support (Al-Fraihat et al., 2020).

ii. Poor User Experience: Many systems have outdated or unintuitive interfaces,

leading to reduced student engagement (Bond et al., 2020).

8
 iii. Lack of Customization: Inability to adapt platforms to specific department or

course needs, especially in programming-heavy disciplines (Fathema & Akbar,

2021).

iv. Low Interoperability: Difficulty integrating with other academic tools such as

code repositories, online compilers, or debugging tools (Radović-Marković &

Salamzadeh, 2020).

2.5 Description of Proposed System

The proposed system is a web-based Learning Management System specifically designed

for Computer Science students. It provides functionalities that combine conventional LMS

tools with technical learning support.

The proposed system includes several key features tailored to enhance the learning

experience of Computer Science students. First, it incorporates user authentication,

providing a secure login mechanism with role-based access control for both students and

instructors (Almaiah et al., 2020). It also offers a lecture content management feature that

allows for the organized uploading and categorization of lecture slides, source code

examples, and video tutorials, ensuring structured access to instructional materials.

Furthermore, the system integrates an interactive coding environment, complete with

embedded code editors that support syntax highlighting and automated code evaluation,

facilitating hands-on programming practice (Fathema & Akbar, 2021). To support

collaborative learning, the system includes project collaboration tools that enable students

to participate in group projects, submit assignments collectively, and conduct peer reviews

(Bond et al., 2020). Finally, it features a progress tracking and analytics dashboard, which

monitors key academic metrics such as assignment submissions, quiz performance, and

overall student engagement. The implementation of this comprehensive system is

anticipated to significantly improve the delivery and quality of Computer Science

9
education by enhancing access, promoting interactivity, and providing greater flexibility in

learning.

CHAPTER THREE
RESEARCH METHODOLOGY

3.1 Research Design

This section outlines the methodological roadmap adopted to provide practical solutions to

the issues inherent in managing academic content and student engagement in the Computer

Science Department of Nasarawa State University, Keffi. The research employs a design

and implementation-based approach, focusing on the structured development of a

customized Learning Management System (LMS) for the department.

i. Measurement Objective

The primary objective is to design and implement an LMS that addresses the specific

academic and collaborative requirements of Computer Science students. Key

performance indicators include user satisfaction, system usability, functionality, and

accessibility.

ii. Data Collection Process

Data was collected through direct observation of current practices within the

department, informal interviews with lecturers and students, and document review of

existing digital learning tools. These sources provided insight into existing challenges

and functional requirements for the new system.

iii. Data Analysis and Reporting Plan

The qualitative data gathered was analyzed thematically to extract common pain

points and system requirements. Findings informed the system specification, design

10
 architecture, and the functionalities implemented. The reporting plan includes

documentation of the system's features, design decisions, and user-centric

components.

While the research design lays the blueprint for answering the research question, the

research methods described here represent the actionable strategies used to implement that

blueprint—focusing on practical system development rather than abstract theory.

3.2.2 Document Review

Project reports, journal articles, and technical documentation relating to modern Learning

Management Systems were reviewed. The document review focused on identifying best

practices, successful implementations, and common limitations of LMS platforms. This

process informed the design decisions for features such as user authentication, course

content management, performance analytics, and user-friendly interfaces.

Figure 3.1 waterfall Model

Adapted from Visual Paradigm (2024) ; GeeksforGeeks (2025) ; ResearchGate (2024) .

11
3.2 System Design

System design involves specifying the architecture, modules, data flow, and components

required to build a functional LMS tailored to the educational context of Nasarawa State

University, Keffi. This includes identifying system requirements, stakeholders, and user

interactions, all implemented using modern web technologies.

3.2.1 Current Systems

Currently, academic content delivery and course management within the department are

fragmented. Many lecturers rely on traditional face-to-face teaching and separate third-

party platforms (e.g., Google Classroom, WhatsApp, email) to distribute materials and

communicate with students. There is no centralized or department-specific LMS, leading

to inefficiencies in accessing resources and tracking academic progress.

3.2.2 Challenges in the Current System

The existing setup poses several challenges:

i. Lack of a centralized system for course delivery, assignment submissions, and

grading.

ii. Difficulty in tracking student progress and performance.

iii. Poor user experience due to multiple disjointed platforms.

iv. Limited access to practical tools tailored to Computer Science courses, such as

code sharing and collaborative project management environments.

v. Communication gaps between students and lecturers.

These challenges necessitate the design of a specialized LMS that integrates these needs

into a unified platform.

3.2.3 Proposed System or Solution

12
The proposed solution is a web-based Learning Management System tailored specifically

for the Computer Science Department. This system will address existing limitations and

introduce new features to enhance digital learning within the department.

System Specifications:

i. Users: Administrators, Lecturers, Students

ii. Modules: Course Management, Content Upload, Assignment Submission, Grading

System, Discussion Forums, Student Progress Tracker

Functional Requirements:

i. Secure login and user authentication

ii. Course registration and material access

iii. Assignment upload/download and submission tracking

iv. Real-time chat and discussion boards

v. Notification and alert system

vi. Performance analytics and grading system

Non-Functional Requirements

i. Scalability for increased user load

ii. High availability and reliability

iii. Intuitive and responsive user interface

iv. Browser compatibility

v. Data integrity and security

13
Figure 3.2 System architecture

Adapted from Shahid et al. (2020); Ahmed et al. (2021); Reddy & Kumar (2022).

System Architecture

The system adopts a three-tier architecture:

i. Presentation Layer: User Interface (HTML, CSS, JavaScript)

ii. Application Layer: Server-side logic (PHP or Node.js)

iii. Data Layer: MySQL or PostgreSQL for data storage

3.3 Methods of Data Collection

To develop a system grounded in actual user needs and operational constraints, the

following methods of data collection were employed:

14
 i. Observational Study: Monitoring how students currently interact with lecturers

and digital tools.

ii. Semi-Structured Interviews: Conversations with lecturers and final-year students

on their LMS needs.

iii. Document Review: Analysis of course outlines, assignment formats, and

departmental memos to understand workflow.

iv. Comparative Study: Reviewing existing LMS platforms to benchmark required

features.

Goal of the Research

To design and implement a robust, user-friendly LMS for the Computer Science

Department that improves digital learning, communication, and academic

performance tracking.

Data to be Gathered

a. Student and lecturer needs

b. Course delivery and assignment processes

c. System requirements and constraints

d. Benchmark features from existing LMS tools

Methods and Procedures

a. Field observation within the department

b. Interview documentation

c. System modeling using UML diagrams

d. Iterative system development using standard software engineering practices

15
3.3.1 Justification of Methods

The combination of observational and qualitative data collection methods ensures that the

proposed LMS aligns with the department’s actual needs. Observation captures real-time

behavior, while interviews and document analysis offer contextual depth. These methods

are ideal for a design and implementation-based research, where the goal is to build a

solution grounded in user experience and real-world use cases.

System Algorithm Description

The algorithm below describes the logical flow a user (student or instructor) follows while

interacting with the LMS platform. This interaction focuses on accessing learning content,

submitting assignments, and reviewing progress. Figure 3.3 presents the corresponding

flowchart.

i. Start: The user initiates interaction with the LMS by launching the system.

ii. Login: The system prompts the user to log in using secure authentication (role-

based for students or instructors).

iii. Access Dashboard: Upon successful login, the user is redirected to a personalized

dashboard.

iv. Select Feature: The user chooses an activity such as accessing lecture content,

submitting code assignments, joining a project group, or reviewing grades.

v. Perform Task:

a. For students: View/download lecture materials, write and submit code, or

participate in group projects.

b. For instructors: Upload content, create coding tasks, or review student

submissions.

vi. Real-Time Feedback or Updates:

16
 a. If code is submitted, the system evaluates it and displays immediate

feedback.

b. For content interactions, learning progress is updated automatically.

vii. Receive Notification: The system sends a confirmation or notification regarding

task completion, deadlines, or feedback.

viii. Log Interaction: The system records the session activities in the database for

tracking and analytics.

ix. End: The session concludes when the user logs out or exits the platform.

This algorithm serves as the foundation for modeling various system interactions in

subsequent UML diagrams, such as use case diagrams, activity diagrams, and sequence

diagrams, which are detailed in the following sections.

Figure 3.3 Flowchart

Adapted from Kimber, O., Cromley, J. G., & Molnar-Kimber, K. L. (2020)

17
18
The Use Case Diagram

The Use Case Diagram for the Learning Management System (LMS) illustrates the

interactions between different user roles and the system. It offers a clear overview of the

system’s functionalities, highlighting the various roles involved, such as students,

instructors, and administrators.

i. Students can interact with the system by accessing lecture materials, submitting

assignments, writing and testing code, participating in group projects, and tracking

their progress through real-time analytics and notifications.

ii. Instructors have the ability to upload lecture materials, create coding assignments,

evaluate student submissions, provide feedback, and manage student progress.

They can also facilitate collaborative project work and manage grading.

iii. Administrators are responsible for managing user access, maintaining system

security, handling authentication, sending notifications, generating system reports,

and overseeing the overall functionality of the LMS.

This diagram serves as a foundation for defining the system’s scope, clarifying user roles,

and mapping out key functionalities. It provides a quick overview of how the system

operates, making it easier to understand the interactions and requirements within the LMS.

19
Figure 3.4 Usecase diagram

Adapted from Booch, G., Rumbaugh, J., & Jacobson, I. (2021).

20
3.4 Data Architecture

The database schema for the Learning Management System (LMS) defines the structure

and organization of data within the system. It outlines the tables, relationships, and data

types necessary to store and manage user information, course content, assignments, grades,

and system logs. The schema ensures efficient data retrieval, integrity, and consistency,

enabling seamless management of educational resources and activities.

Column Name Data Type Description

student_id INT Primary Key, Auto Increment
user_id INT Foreign Key to Users table
first_name VARCHAR Student's first name
last_name VARCHAR Student's last name
date_of_birth DATE Student's date of birth
enrollment_date DATETIME Date of enrollment

Table 3.1 Student table

Column Name Data Type Description

lecturer_id INT Primary Key, Auto Increment

user_id INT Foreign Key to Users table

first_name VARCHAR Lecturer's first name

last_name VARCHAR Lecturer's last name

department VARCHAR Department the lecturer belongs to

Table 3.2 Lecturer table

21
 Column Name Data Type Description

admin_id INT Primary Key, Auto Increment

user_id INT Foreign Key to Users table

first_name VARCHAR Admin's first name

last_name VARCHAR Admin's last name

Table 3.3 Admin table

Figure 3.5 Entity Relationship diagram

Adapted from Khoumsi & Khoumsi (2020); Rani & Thomas (2021); Ahmad et al. (2022).

22
 References

Ahmad, M., Saeed, S., & Hussain, A. (2022). A framework for modern e-learning
platforms: A database-centric approach. Education and Information Technologies,
27(3), 4187–4205.

Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating e-learning systems success:
An empirical study. Computers in Human Behavior, 102, 107-118.

Almaiah, M. A., & Al-Khasawneh, A. M. (2020). Investigating the factors that affect e-
learning systems' success: An empirical study. Journal of Computing and Information
Technology, 28(1), 15–25.

Al-Maroof, R. A., & Al-Emran, M. (2020). The role of LMS in higher education: A
systematic review. Education and Information Technologies, 25(4), 3241–3257.

Bond, M., & Fox, J. (2020). Learning management systems in education: From
learning objects to learning experiences. International Journal of Educational
Technology in Higher Education, 17(9).

Fathema, N., & Akbar, M. A. (2021). The impact of learning management systems on
student engagement and learning outcomes: A systematic review. Journal of
Educational Computing Research, 58(2), 413-440.

Kebritchi, M., & Shiu, E. (2020). A study of online learning and student engagement:
A comparative analysis of asynchronous and synchronous learning environments.
Journal of Online Learning and Teaching, 16(1), 39-55.

Khoumsi, A., & Khoumsi, A. (2020). Database Systems and Conceptual Modeling.
CRC Press.

Rani, G., & Thomas, A. (2021). Designing relational databases for e-learning systems.
International Journal of Computer Applications, 183(21), 12–18.

Reddy, S., & Kumar, R. (2022). Architectural framework for developing scalable
learning management systems. Educational Technology & Society, 25(4), 233–247

Schwaber, K., & Sutherland, J. (2020). The Scrum Guide: The definitive guide to
Scrum: The rules of the game. Scrum.org.

Shahid, S., Khan, Z., & Rashid, M. (2020). Software architecture design for e-learning
systems. Springer.

Thomas, R., & Dorsey, J. (2021). The future of learning management systems in higher
education. Computers & Education, 164, 104115.

Torres, M., & Fernandez, P. (2021). Online learning systems for higher education:
Trends and challenges. Journal of Educational Technology Development and
Exchange, 14(2), 21–34.
23
Wang, M., & Hu, J. (2020). The impact of LMS systems on educational outcomes in
computer science programs. International Journal of Educational Research, 99, 36-44.

Wang, S., & Li, X. (2021). Data-driven learning management systems: A systematic
review. International Journal of Information and Education Technology, 11(6), 269–
274.

Younis, M., & Ahmed, S. (2020). A comparative study of LMS effectiveness in higher
education: Challenges and solutions. International Journal of Learning and
Development, 10(4), 45-62.

Zainuddin, Z., & Alimuddin, S. (2021). Evaluation of e-learning systems in higher

education: A comprehensive study. Journal of Educational Computing Research,
59(1), 67-85.

Zhang, J., & Zhang, P. (2021). The role of interactive elements in learning
management systems for computer science students. Computers in Education, 161,
104051.

Zhao, L., & Zhang, W. (2022). Leveraging AI in LMS for adaptive learning in
Computer Science education. Educational Technology & Society, 25(1), 123–134.

24