Team-ID-255271 Online Classroom Submission
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Team-ID-255271 Online Classroom Submission
GUJARAT TECHNOLOGICAL UNIVERSITY
Chandkheda, Ahmedabad
Affiliated
Shantilal Shah Engineering College, Bhavnagar
A Report On
ONLINE CLASSROOM SUBMISSION
Under subject of
DESIGN ENGINEERING – 2A
B. E. III, Semester – V
Information Technology Branch
Submitted by:
Group id: 255271
Sr.No. Name of Student Enrolment No.
1. TUSAVADA AJAY V 180430116110
2. VAGHANI ABHAY P. 180430116115
Prof. V.D. Parmar Prof. M.S. Shah
Faculty Guide Head of Department
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Team-ID-255271 Online Classroom Submission
Academic year (2020-21)
Shantilal Shah Engineering College, Bhavnagar
New Sidsar Campus Post: Vartej, Sidsar, Bhavnagar-364060
CERTIFICATE
This is to certify that the Design Engineering-2A report, submitted along
with the topic entitled “ONLINE CLASSROM SUBMISSION” has been
carried out by TUSAVADA AJAY V and VAGHANI ABHAY P. under
my guidance in Information Technology 5th Semester of Gujarat
Technological University, Ahmadabad during the academic year 2020-21.
These students have successfully completed subject activity under my
guidance.
Prof. V.D. Parmar Prof. M. S. Shah
Internal Guide Head of Department
IT Department IT Department
SSEC, Bhavnagar SSEC, Bhavnagar
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Team-ID-255271 Online Classroom Submission
ACKNOWLEDGEMENT
I sincerely thank my department for the academic advancement it has provides to me
during the third years and finally provided me an opportunity for the project work. My
Special thanks to Prof. V.D. Parmar for their constant help, thoughtful suggestions and deep
interest have enabled me to complete this work. I am pleased to present this report on the
project, name “ONLINE CLASSROOM SUBMISSION” developed at Shantilal Shah
Engineering Collage, Bhavnagar as the Information Technology department based on Gujarat
Technological University.
We Thanks all to their comment and advices for making this Project.
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Team-ID-255271 Online Classroom Submission
ABSTARCT
Technology has gained importance in all stages of education yet educators have been
unable to figure out which of the many available technological tools best fit their classroom
practices. Online Classroom Submission is one such tool that is free of cost and has gained
popularity within a short span of time. The main purpose of the study is to assess teachers’
perception on the effectiveness of Online Classroom Submission. The study is carried out
through a qualitative research design. The sample of the study, which uses semi-structured
interview method, consists of 12 higher education teachers who have implemented Online
Classroom Submission for at least one semester in their classroom. Findings revealed that
teachers perceive it as only a facilitation tool that can be used for document management and
basic classroom management, without having a significant impact on teaching
methodologies. The responses of the teachers indicate that lack of user-friendly interface is
the main reason for its inefficiency. Further studies can be conducted by taking the students’
perspective into account.
Keywords: Educational technology, Online Classroom, Integrating technology, Virtual
classroom.
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Team-ID-255271 Online Classroom Submission
Table of Content
Sr. No. Topic Page No.
1. Introduction 1
2. Summary of Research Survey 2
3. Design Thinking 3
4 Design Calculation / System Flow 4
5. UML Diagrams & Canvases
5
5.1 Use Case Diagram
6
5.2 Activity Diagram
7
5.3 Sequence Diagram
8
5.4 Class Diagram
9
5.5 AEIOU Summary Canvas
10
5.6 Mind Mapping
11
5.7 Empathy Mapping
12
5.8 Ideation Canvas
14
5.9 Product Development Canvas
16
5.10Learning needs Matrix
18
6. Prototype 19
7. Conclusion 22
8. References 23
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Team-ID-255271 Online Classroom Submission
Table of Content
Sr. No. List of Figure Page No.
1. Design Thinking 3
2. Design Calculation/System Flow 4
3. UML Diagrams & Canvases
3.1. Use Case Diagram 5
3.2. Activity Diagram 6
3.3 Sequence Diagram 7
3.4. Class Diagram 8
3.5. AEIOU Summary Canvas 9
3.6. Mind Mapping Canvas 11
3.7. Empathy Mapping Canvas 12
3.8. Ideation Canvas 14
3.9. Product Development Canvas 16
3.10. Learning Need Matrix Canvas 18
4. Prototype 19
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Team-ID-255271 Online Classroom Submission
1. Introduction
The concept of education has undergone a major shift, in recent times, from teacher-
centric to learner or learning-centric. Earlier, teachers played the role of knowledge
providers, but now their role has expanded. There is a lot of emphasis on integrating
technology in the classroom through innovative teaching strategies that focus on enabling
students to achieve the desired learning objectives.
The application is free to use for teachers and students which makes it an ideal fit for
developing countries, where the budgets are limited. It can act as a learning management
system in schools, colleges, and higher education institutes. Teachers can effectively utilize
classroom time using Online Classroom Submission.
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Team-ID-255271 Online Classroom Submission
2. Summary of Research Survey
Earlier, teachers played the role of knowledge providers, but now their role has
expanded. There is a lot of emphasis on integrating technology in the classroom through
innovative teaching strategies. Teachers can now use a number of educational technologies,
along with the traditional classroom setup, to enhance the learning environment for the
students. Educational technologies are often incorporated in a classroom setting to allow
learning to be personalized and independent for the students (Graham, 2006). In 2014,
Google Apps for Education (GAFE) launched Google Classroom. The purpose of the study is
to explore the teachers’ perceptions of the effectiveness of Google Classroom in higher
education classes. Educational institute’s management or administration has a major role to
play in integrating technology in classrooms. The main benefit that emerged from the
interviews was related to assignments of the class. Teachers used Google classroom for
different purposes, such as uploading, announcing, and assessing assignments online.
Teachers highlighted some of the major issues faced by the students. It is quite evident from
their statements that students have faced difficulties in adoption of Google Classroom due to
lack of ease of use and familiarity. Teachers responded to the issues faced by them based on
their unique experiences because of which diverse responses were observed. Some of the
teachers were concerned about the misuse of mobile and technology in the classroom. The
participants of the study were asked to identify areas which can improve the effectiveness of
Google Classroom. Teachers came up with some interesting features that can be included in
Google Classroom.
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Team-ID-255271 Online Classroom Submission
3. Design Thinking
Fig. 1 Design Thinking
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Team-ID-255271 Online Classroom Submission
4. Design Calculation / System Flow
Fig. 2 Design Calculation / System Flow
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Team-ID-255271 Online Classroom Submission
5. UML Diagram
5.1 Use-case Diagram:
Fig 3.1 Use case Diagram.
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Team-ID-255271 Online Classroom Submission
5.2 Activity Diagram:
Fig: 3.2 Activity diagram
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Team-ID-255271 Online Classroom Submission
5.3 Sequence Diagram:
Fig: 3.3 Sequence diagram
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Team-ID-255271 Online Classroom Submission
5.4 Class Diagram:
Fig: 3.4 Class diagram
5.5 AEIOU Summary Canvas:
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Team-ID-255271 Online Classroom Submission
Fig: 3.4 AEIOU Summery Canvas
Activity:
Online submission
Submission due date alert
Resubmission
Submission alert
Assignment Rejection
Student Group
Environment:
Comfort
Globally Used
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Team-ID-255271 Online Classroom Submission
Interaction:
Teacher –Student
Application – App Manager
Object:
Mobile Device
PC
Internet
Server
Users:
Teacher
Student
5.6 Mind Mapping Canvas:
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Team-ID-255271 Online Classroom Submission
Fig3.6 Mind mapping canvas
5.7 Empathy Mapping Canvas:
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Team-ID-255271 Online Classroom Submission
Fig3.7 Empathy mapping canvas
Users:
Teacher
Student
Stake Holders:
School
College
University
Activities:
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Team-ID-255271 Online Classroom Submission
Online Submission
Assignment Alert
Due Date Alert
Resubmission
Story Boarding:
Happy:
Student can submit assignment easily in Application to Faculty from home.
Happy:
Faculty can also reject the Assignment of student which is incorrect.
Resubmission option is available.
Sad:
We cannot provide any live meeting option.
Sad:
Faculty used to put passing mark if and only if Student not uploaded assignment
in due date.
5.8 Ideation Canvas:
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Team-ID-255271 Online Classroom Submission
Fig3.8 Ideation canvas
People:
Teacher
Student
Faculty
Activities:
Online Submission
Assignment Alert
Due Date Alert
Resubmission
Props/Possible Solution:
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Team-ID-255271 Online Classroom Submission
Assignment Alert
Student Group
Resubmission
Due Date Alert
Situation:
At School
At Home
At College
At Institute
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5.9 Product Development Canvas
Fig.3.9 Product development canvas
Purpose:
Online Submission
More Easiness
Transparent System
Make Comfortable
People:
Teacher
Student
Faculty
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Product Functions:
Assignment Rejection
Online Submission
Give Work Online
Product Features:
Easy to Use
User Friendly
Time Saving
Components:
Mobile Device
Laptop
Customer Revalidation:
Useful
Satisfied
Reject/Redesign/Retain:
All Features Everything is Perfect
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5.10 Learning Need Matrix Canvas
Fig 3.10 Learning Need Matrix Canvas
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6. Prototype
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Fig: 4 Prototype.
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7. Conclusion and future scope
The study was conducted in the higher education sector in Pakistan so findings cannot
be generalized. A similar study can be conducted in primary or secondary schools to compare
if the findings are consistent with the study. Future studies can also incorporate quantitative
techniques and obtain a mix methodology approach to further strengthen the validity of the
findings. The study was based on analysis of interviews from teachers, it will be interesting to
take into account the perceptions of students and compare those with teachers’ perceptions. A
comparative study can also be conducted by comparing the effectiveness of Online
Classroom with other educational platforms. A similar study can be conducted in primary or
secondary schools to compare if the findings are consistent with the study. Future studies can
also incorporate quantitative techniques and obtain a mix methodology approach to further
strengthen the validity of the findings. The study was based on analysis of interviews from
teachers, it will be interesting to take into account the perceptions of students and compare
those with teachers’ perceptions. A comparative study can also be conducted by comparing
the effectiveness of Google Classroom with other educational platforms.
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8. Reference
Blair, N. (2012). Technology Integration for th. Principal, 91(3), 8–11.
Bolkan, S. (2015). Intellectually Stimulating Students’ Intrinsic Motivation: The
Mediating Influence of Affective Learning and Student Engagement. Communication
Reports, 28(2), 80–91. https://doi.org/10.1080/08934215.2014.962752
Espinosa, N., Estira, K. L., & Ventayen, R. J. M. (2017). Usability Evaluation of
Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia
Pacific Journal of Education, Arts, and Science, 5(1).
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction
(8 edition). Boston:
Pearson. Graham, C. R. (2006). Blended learning systems. The Handbook of Blended
Learning, 3–21. Winkelman, D. (2018). Evolution of Blended Learning. In Blending
Technologies in Second Language Classrooms (pp. 1–21). Palgrave Macmillan,
London. https://doi.org/10.1057/978-1-137-53686-0_1
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