The current computer and communication technologies have been used very successfully in many application areas but are not being utilized to their fullest capability for delivering instruction to a widespread student population. The new technologies enable the interaction between final year students and instructors almost free of time and location constraints. Moreover, the existing technologies have the potential to provide a cost-effective and flexible learning environment.
VIRTUAL LEARNING ENVIRONMENT
The objective of VLE is to make education available to vast population. Hence definitely in this project, the Internet will be used as the delivery medium for the virtual learning environment courseware. Now with most part of the world connected to Internet and the remaining part of the world too can not sit in dark for long and sooner or later would join the Internet. See Samples Final Year Students Research Project Topics for virtual learning environment. The popularity of the Internet is growing at a very fast rate and it is estimated that there are millions of computers connected to the Internet. Based on current projections, most households in the U.S. will be using the Internet for one purpose or other by the end of the next decade. This popularity is due to the user-friendly access to the Internet as well as the availability of useful information such as free software, library access, and weather forecasts. Hence the objective of VLE, education for all, can be achieved only through Internet.
ACADEMIC PERFORMANCE
The academic performance is characterized by understudies' revealing of past semester CGPA/GPA and their normal GPA for the current semester. The grade point normal or GPA is presently utilized by the vast majority of the tertiary establishments as a helpful synopsis proportion of the scholarly presentation of their understudies. The GPA is a superior estimation since it gives a more prominent understanding into the general degree of execution of people and diverse gathering of understudies. Research on the academic performance of final year students in secondary education has shown the influence of student variables (e.g., academic self-concept, self-efficacy, etc.) and the socio-familial variables (e.g., family economic status, parental expectations, family support, etc. The socio-family environment in which the student develops can endanger his good academic performance, reducing his academic outcomes and even leading him to fail in secondary school due to the influence of socio-familial risk variables such as low family income, poor family expectations in the child’s academic development, intrafamily conflict, lack of parental support, etc.
VIRTUAL LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE NEXUS
Virtual learning environments are consolidated within education institutions. Therefore, it does not seem relevant to question their acceptance. However, it is a challenge to turn them into an important contribution to final year students’ performance. There are many variables which influence final year students’ performance, making it virtually impossible to identify them all and even more difficult to assess the influence of each one of them on the learning results. This paper focuses particularly on the importance of the number of final year students’ accesses to the virtual learning environment and on assessing possible relations between the number of accesses and final year students’ performance, translated into indicators associated with: the number of course units (CU) which final year students passed or failed, the number of CUs in which they were registered, and the mean of the marks of the CUs which they passed, among others. Within the context of this study, the number of accesses to the virtual learning environment will, in some situations, be considered as an independent variable and the performance variables will be considered as dependent variables. The strong implementation of VLEs in higher education institutions justifies the concern with such environments so as to assess their influence on final year students’ performance. Consolidating the use of these environments implies their contextualisation within the formal teaching and learning processes as well as questioning their potentialities according to their known and consolidated features, namely the ones associated with traditional onsite classroom learning.