ONLINE WEB APPLICATION FOR CREATING AND SHARING INTERACTIVE TEXTBOOKS

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056
Volume: 09 Issue: 04 | Apr 2022 www.irjet.net p-ISSN: 2395-0072
© 2022, IRJET | Impact Factor value: 7.529 | ISO 9001:2008 Certified Journal | Page 3040
ONLINE WEB APPLICATION FOR CREATING AND SHARING
INTERACTIVE TEXTBOOKS
Rohit Kuna1, Siddhesh Dukare2, Dnyati Hate3, Tejashree Kate4, Prof. Rohini Patil5
Dept. of Computer Engineering, Terna Engineering College, Nerul, Navi Mumbai
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Abstract - Access to quality education is still a bottleneck in
many developing countries. Since thedawnof internet/online
education, there has been a boom in e-learning. Though there
are online recorded classes hosted enabling distance
education, the students get easily bored or get out of the
teacher's contact. The process of learning becomes
monotonous which may result in a gradual loss of interest in
learning. We believe learning should be made as fun and
interactive as possible. To make online learningeffectivethere
are some critical factors such as the student teacher
interaction should be easy and smooth. Access to textbooks or
courses should not be complicated. Students and teachers
should equip themselves with internet technology and tools
like emails, presentations etc. Our Web-application aims to
make learning engaging through interactive textbooks with
images and video embedding. For testing purposes students
can attempt quizzes and give onlineexamsfromthecomfort of
their home. Overall learning model if it is self-paced will be
really compatible for students - they can learn and grow at
their own pace.
Key Words: e-learning, online learning, easy access,
interactive learning, textbook creation.
1. INTRODUCTION
Nowadays, everything is becoming digital, even education.
Online education indeed provides ample benefits to young
learners. Due to so many resources & information available
on the internet, students may find it difficult to find proper
solutions to their queries as there is not always structured
information. This is whywewill bedesigninganddeveloping
an e-learning system for creating and sharing notes along
with content to be more engaging andinteractive.Justtaking
in information makes no sense until it’sproperlyunderstood
and applied. So information that you can interact with and
apply will make learning interesting and meaningful. It is
recognized that even if students are getting an education
online but there is always confusion createdduetothe notes
available on different sites. This is because every site has its
way of explaining the content and it might be different from
what we want. Thus, making Online Web Application for
Creating and Sharing Interactive Textbooks will help
students to find all the required information on a single
platform in a structured way fromauthorsall overtheworld.
When compared to already existing e-learningplatforms, we
are planning to make a good User Interface with dynamic
features which will make it easierforstudentstounderstand
information through videos, images, codes, paragraphs,
quizzes, etc. along with easy navigation to related topics.
2. LITERATURE SURVEY
College students attend stay lectures, there are real-time
interactions between educators and beginners, and there's
the chance of brief remarks all through a synchronous
mastering environment, however asynchronous studying
settings are not easy. Getting to know content isn't to be had
inside the form of stay lectures or publications in this type of
getting to know environment; rather, it is to be had through
various studying systems and forums. In such an
surroundings, instant remarks and immediate reaction are
not possible.[1]
In keeping with the examination, students aren't
appropriately ready to stabilize their duty, circle of relatives,
and social lives with their studies in a web mastering
environment. college students were found to be
underprepared for an expansion of e-getting to know and
educational-type abilities. further, students have an
occasional degree of preparation while it entails using
studying control systems.[2]
Few studiesindicatedaninterplayamongstudyingmastering
fashion and attitude towards generation. in keeping with
Reiff and Powell (1992), their reflective commentary topics
had a poor mindset in the direction of computer systems.
They counseled that for college students whose planning to
know patterns are concrete and experimentation-pastime
oriented, computer-assisted schooling could be the
appropriate alternative, at the same time as whilst reflective
freshmen are delivered to this technique of practice, they'll
additionally experiencediscomfortandfrustration.Further,a
locating through way of Enochs, Handley, and Wollengerg
(1984) found that “... college students with extra interest in
objects or things (concrete revel in) and some distance less
interest in running with people realized higher the
employment of computer-assisted training.”.[3]
3. METHODOLOGY
3.1 Research
This take a look at followed a quest layout that includes a
looking method for figuring out the articles to be reviewed
for fixing a particular research hassle.

We reviewed many existing online learning systems and
located out the critical factors for online learning, they're as
follows:
1. Technology : easy availability of navigation,interface
design and level of interaction.
2. Student-teacher attitude and communication
interaction.
3. Previous use of technology from a scholar’s angle.
A. Teacher Characteristic Factors
The recommendations that have emerged from the teacher
characteristics analysis are:
- To keep students motivated, teachers must be
passionate about teaching online learning courses.
- Teachers should be easily ready to handle the
technological tools like creation of content,email,e-
discussion through doubt section and website
maintenance.
- Teachers should show real interest level within the
students by allowing them to actively contribute to
the course content and replying to their emails
promptly.
- Teachers can depend on tools like posting e-
announcements, taking online quizzes and attract
the scholars to depend upon e-learning tools
embedded within the course.
This means that the teacher is the core key to a success on-
line-studying guides in schooling establishments from the
perspective of the student.
B. Student Characteristic Factors
The recommendations that have emerged from the student
characteristics analysis are:
- Students must get an upgrade in all through an
excessive level of computing competency. They
ought to master abilities like presentation and
communication, electricity, e-mail and each onethe
software program applications needed to reinforce
the e-gaining knowledge of method.
- Students should take into account of the variations
among learning by absorption and gaining
knowledge of via creation so on cost of the e-
mastering equipment.
- Students must rely on various tools embedded in e-
learning net-application, like e-mail, doubt section,
interactive textbooks, collaboration and energetic
role in school.
3.2 Proposed System
Our Project will have two main users:
1. Students (View Mode)
2. Authorized Faculty (Create Mode)
A. Student module - View Mode
Fig 3.1: Student Module
Students cannot create or edit textbooksbutcanonlyview it.
Students are free to navigate through the website follow the
work of different authors and find reference materials.They
can rate and review articles published.Participatein quizzes
and exams. Interact with the faculty through the comment
section.
B. Teacher module – Create Mode
Fig 3.2: Teacher Module

Authorized Faculty will be able to publish notes.
There will be a specific Format that will be followed to
design a textbook page.
Features will include:
i. Images and Videos embedding,
ii. Paragraph block,
iii. Text Highlighting,
iv. Title(size, font style),
v. Code snippet block,
vi. Other related links.
Teachers have full control to publish, edit, update, delete
textbooks. Teachers can view and answer to doubts of
students.
3.3 System Architecture
The overall system consists of 3-tiers:
Tier 1: User /Client side:
This will include all user devicesnamely:student,authorand
admin which will access the application through their
respective logins.
Tier 2: Web application will act as the interface between the
client and the server side. Web-application will be secured
and selectively show only particular client related
information to the corresponding user, based on the level of
privileges assigned.
Tier 3: The database server will form the server-side where
data management, fetching and other queries coming
through the web application will be handled.
Fig 3.3: System Architecture
4. RESULT
Fig 4.1: Homepage of e-learning web application
Fig 4.2: Teacher login - Content Creation CMS tool
Fig 4.3: Student login - Textbook Viewing window

Fig 4.4: Teacher login – Quiz Creation page
Fig 4.5: Student login – Quiz Result page
5. CONCLUSION AND FUTURE SCOPE
We suggested that this sort of data gain is very important in
everyone’s life. As we all know most are unable to buy
hardcopy of a selected subject, also it takes time to seek out
the specified information on the net as many related links
popup on the screen. Also sometimes it happens that the
content that's needed gets hidden all told the chaos of the
random popups. Hence this interactive andsharedtextbooks
are greatly helpful to students. We even know that several
students cannot afford to get textbooks which in any case is
useful for them to saveup. To make it even more fun to be
told we've embedded images together with the content and
videos of the teachers teaching. We've also concluded that
online learningisboringoccasionallybywatchingthecontent
provided by the professors or simply reading the content
provided by them. Hence, we've also added up a quiz section
in it for college kids to grasp their progress. Students can ask
questions/ doubts which makes the session moreinteractive
and enjoyable.
Future scope:
Online learning is enhanced greatly if we include in our
application learning paths designed specifically to master a
particular domain. By using AI and Machine learning using
student data we are able to design specific learning paths for
people. Much of the content on the web sitecan give multiple
perspectives of the identical topic specified. We are able to
have a reservoir of foreign digital content.
REFERENCES
[1] Basilaia et al., 2020 Transition to Online Education in
Schools during a SARS-CoV-2 Coronavirus (COVID-19)
Pandemic in Georgia
[2] Parkes et al., 2014 Online Learning: A Panacea in the
Time of COVID-19 Crisis
[3] Enochs, J.R., Handley, H.M. & Wollenberg, J.P. (1986).
Relating learning styles, reading vocabulary, reading
comprehension
[4] Alvarez, I., Guasch, T., and Espasa, A. (2009). University
teacher roles and competencies in online learning
environments: a theoretical analysis of teaching and
learning practices. Eur. J. Teach. Educ. 32, 321–336.
doi:10.1080/ 02619760802624104
[5] A. Edmundson,Globalized e-learningcultural challenges.
(USA: Idea Group Inc), 2007.
[6] Akcaoglu, M., and Bowman, N. D. (2016). Using
instructor-led Facebook groups to enhance students’
perceptions of course content. Comput. Human Behav.
65, 582–590. doi:10.1016/j.chb.2016.05.029
[7] Allen, E., and Seaman, J. (2017). Digital Learning
Compass: Distance Education Enrollment Report 2017.
Babson Survey Research Group, e-Literate, and WCET.
[8] Preskill, H. (1997). HRD evaluation as a catalyst for
organizational learning. Proceedings of the 1997
Academy of Human Resource Development Annual
Conference (pp.2-1). Baton Rouge, LA: Academy of HRD
[9] Porter, L.R. (1997). Creating the virtual classroom:
Distance learning with the internet. New York.: John
Wiley & Sons, Inc.
[10] B. O’Connell, “A Poor Grade for ELearning. (Classroom
Students Did Better)”, Workforce, 81(7), 15.

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