Development of Cloud-Based e-Learning Repository using SHA-256 Cryptographic Hashing Algorithm

*Corresponding author: Felix Olutokunbo Idepefo Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0. Development of Cloud-Based e-Learning Repository using SHA-256 Cryptographic Hashing Algorithm Felix Olutokunbo Idepefo 1, *, Ojo Stephen Aderibigbe 2, Temilola Adijat Okunade 2 and Oluwayemisi Boye Fatade 1 1 Department of Computer Science, School of Computing, Babcock University, Ilishan-Remo, Ogun State, Nigeria. 2 Department of Computer Science, Lagos State University of Science & Technology, Ikorodu, Lagos State, Nigeria. Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 Publication history: Received on 16 August 2025; revised on 21 September 2025; accepted on 24 September 2025 Article DOI: https://doi.org/10.30574/gjeta.2025.24.3.0286 Abstract The advancement of information and communication technologies has transformed education through e-learning platforms, a shift accelerated by the COVID-19 pandemic. At Babcock University, the absence of a centralized repository hampers efficient access to learning materials. To address this, a Cloud-based eLearning repository was developed using the SHA-256 cryptographic hashing algorithm for enhanced security. The system, designed with Unified Modeling Language and Agile methodology, employed HTML, CSS, and JavaScript for the front-end, PHP for the back-end, MySQL for authentication data, and Firebase for storing academic resources. Database stress tests exhibited stability and delivered satisfactory performance despite heavy data insertion, with execution times of 749 seconds for sequential reads, 308 seconds for sequential writes, 947 seconds for random reads, and 209 seconds for random writes. SHA-256 delivered strong results, averaging 11.8 cycles per byte and 1653 megabytes per second in throughput, which significantly enhances the security and reliability of the Cloud-based eLearning repository. The developed system demonstrated effectiveness in facilitating the process of making available course materials to students within the Babcock University community. Feedback from users highlights a generally positive experience with the system, emphasizing its ease of use and convenience. Keywords: Cloud-based storage; eLearning; Firebase; Learning Management System; SHA-256 Cryptographic Hashing Algorithm; Throughput 1. Introduction The rapid advancement of information and communication technologies (ICTs) has revolutionized the educational sector, giving rise to e-learning platforms that provide flexible, scalable, and widespread access to knowledge sources. The growing preference for online and blended learning models, further intensified by global disruptions like the COVID-19 pandemic, has increased the need for secure, reliable, and learner-centered e-learning infrastructures [1]. At the heart of these infrastructures lies the e-learning repository, a digital framework that collects, organizes, and distributes educational content, including lecture notes, multimedia, quizzes, and assignments [2]. To address the shortcomings of conventional repositories, including limited storage capacity, high maintenance expenses, and inadequate accessibility, cloud computing has emerged as an attractive solution by providing scalability, costeffectiveness, and universal access [3,4]. Research has shown that students who utilize e-learning platforms benefit from better knowledge retention and enhanced flexibility in managing their academic, personal, and professional responsibilities [5]. The COVID-19 pandemic especially underscored the necessity for resilient e-learning systems in Nigerian universities to maintain educational continuity during disruptions [6]. Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 346 Nonetheless, as dependence on cloud-based repositories increases, so do concerns regarding data security, integrity, and trustworthiness. The open and distributed features of cloud environments expose them to threats such as unauthorized access, data manipulation, and identity impersonation, which jeopardize the confidentiality and authenticity of educational materials [6,7]. Maintaining data integrity and authenticity in e-learning repositories is especially vital, as compromised content can mislead learners, disrupt assessments, and diminish confidence in digital education systems. A promising strategy to tackle these issues is the implementation of cryptographic hashing algorithms. The Secure Hash Algorithm 256 (SHA-256) is widely acknowledged for its strength and resistance to collision and pre-image attacks [9]. SHA-256 converts input data into a distinct 256-bit fixed-length hash value, ensuring that even slight alterations to the initial data yield significantly different outputs [10]. This characteristic renders SHA256 an effective method for verifying data integrity, identifying tampering, and authenticating users in cloud-based repositories [9,10]. Babcock University in Nigeria has increased its student enrolments from around 1,000 to over 20,000, highlighting the necessity for adopting digital transformation strategies to improve educational delivery [11]. Despite its progress, Babcock University faces numerous obstacles in meeting the requirements of contemporary digital learning. At present, the university does not have a centralized digital repository for educational resources, leading to difficulties in efficiently storing, managing, and sharing materials. Students frequently struggle to access vital course resources, which ultimately impact their academic performance and overall satisfaction. Additionally, the current infrastructure is constrained by limited storage capacity, inadequate resource management, and scalability challenges that hinder the institution’s capability to support its increasing number of students. The implementation of a cloud-based e-learning storage repository at Babcock University would enable students to access important educational materials, such as lecture notes, previous examination papers, and multimedia files. This study aims to tackle these issues by creating a cloud-based e-learning repository that incorporates SHA-256 hashing. The goals include designing a cloud-hosted repository that is both scalable and accessible, integrating SHA-256 hashing to ensure the authenticity and integrity of educational materials, improving trust and security by reducing the risks of data tampering and unauthorized alterations, and assessing the performance, security, and usability of the proposed system in comparison to traditional repositories. 2. Review of Literature The combination of cloud computing and digital technologies in higher education has garnered considerable academic interest, especially concerning e-learning, distance education, and digital transformation. Alam [12] proposed a conceptual framework for an adaptive e-learning ecosystem using cloud computing infrastructure. The study explored how cloud-based e-learning facilitates scalability, accessibility, and personalization in digital education. The study offered recommendations for optimizing cloud-based e-learning environments to enhance adaptability and user engagement but acknowledged the need for empirical validation of the suggested model to evaluate its effectiveness in practical settings. Hui et al. [13] conducted a research work that examined the role of cloud storage in academic settings, focusing on data security, accessibility, and usability among university students in Hong Kong. The study concluded with suggestions to bolster cloud storage security and user education in higher education; its findings were constrained to a specific demographic and therefore necessitate broader studies for generalizability. Talysheva et al. [14] looked into the uptake of electronic educational resources (EERs) and innovative technologies in university instruction. Relying on surveys conducted at various universities, the authors discovered that EERs boost student engagement and learning flexibility, but noted drawbacks such as insufficient technical infrastructure and resistance from faculty members who are untrained in digital tools. Mpofu et al. [15] investigated how digital tools contribute to the advancement of teaching and learning within the context of higher education’s digital transformation. Their research assessed how online educational technologies improve instructional delivery, student engagement, and access to knowledge. The authors recognized challenges such as limitations in infrastructure, gaps in digital literacy, and concerns regarding data security. The study concluded with strategic suggestions for optimizing the integration of technology for effective online learning, though it primarily relied on theoretical discourse without empirical validation of the suggested framework. Siddiqui et al. [16] focused on the use of cloud computing in e-learning, outlining both its benefits and challenges. The authors proposed strategies to enhance cloud-based e-learning platforms for improved outcomes but did not conduct an empirical evaluation of the tools discussed. Snoussi [17] carried out a review of some Learning Management Systems (LMS) within educational settings, concentrating on the opportunities and challenges they present. The research examined how LMS platforms aid in course management, resource distribution, and communication between students and educators. The study concluded with suggestions aimed at improving LMS effectiveness but lacked detailed strategies for implementation. Thavi et al. [18] evaluated the impact of cloud computing technologies on the education sector, highlighting both benefits and challenges. Their research showed that cloud solutions enhance accessibility, scalability, and cost efficiency Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 347 while promoting collaboration, resource sharing, and opportunities for remote learning. The study concluded with recommendations for optimizing the adoption of cloud computing in education but stressed the need for further refinement prior to practical implementation. Vakaliuk et al. [19] examined the application of cloud technologies in distance learning during the COVID-19 pandemic. The research emphasized benefits like accessibility, flexibility, and collaborative opportunities for students and educators alike. It also brought attention to challenges such as digital literacy gaps, technical issues, and cybersecurity threats. The authors recommended bolstering infrastructure, providing teacher training, and enhancing data security to make the most of cloud technologies in distance education. Velychko et al. [20] investigated the development of open educational resources (OERs) using cloud technologies within educational practices. The study, while recognizing the advantages of cloud platforms in resource creation, storage, and distribution, highlighted technical and pedagogical hurdles. The authors called for improved support and training to fully leverage the benefits of cloud-enabled OERs. Wu and Plakhtii [4] presented a theoretical overview of cloud computing in e-learning, concentrating on its architectural layers and deployment models. Involving 100 participants who tested the system, the findings indicated that the integration of cloud technologies enhanced training content and significantly improved academic performance. However, the study was constrained by a lack of thorough evaluation regarding system functionalities and security measures. The security of cloud-based e-learning repositories has emerged as a significant issue as educational institutions increasingly depend on digital platforms for storing knowledge, sharing resources, and facilitating collaborative learning [21]. Cryptographic methods, especially hashing algorithms like SHA-256 (Secure Hash Algorithm 256-bit), are often emphasized as essential tools for ensuring data integrity, authenticity, and secure access in these repositories [22]. SHA-256 is well-known for its strength against collision and preimage attacks, making it a fitting choice for protecting sensitive educational information stored in cloud environments [23]. In cloud-based elearning systems, repositories frequently house a large volume of student records, instructional content, and assessment data that necessitate robust protection against tampering and unauthorized access [4,24]. By producing distinct hash values for digital assets, SHA-256 guarantees that any unauthorized changes to files can be identified, thus bolstering data integrity. Numerous studies have explored the application of SHA-256 hashing for user authentication and access management in educational platforms [25]. For example, AlQahtani et al. [26] indicate that SHA-256 can be incorporated with password encryption and digital signatures to establish secure login systems in cloud-based learning management systems (LMS). This integration reduces the likelihood of credential theft and fosters trust between students and instructors. In a similar vein, Bandarapu et al. [27] assert that hash-based authentication methods utilizing SHA-256 are computationally efficient and well-adapted for large e-learning repositories that experience high traffic [28]. Cloudbased e-learning repositories face cyber threats, including unauthorized alterations to files and resource injections [25]. Several studies have highlighted that the implementation of SHA-256 hashing enables institutions to sustain the verifiable integrity of course materials and evaluations. In this regard, hashes function as digital fingerprints for files, allowing repositories to autonomously confirm whether learning resources have been altered (Gour et al., 2025). This capability is especially critical for maintaining the authenticity of learning materials disseminated through open educational resources (OERs). Despite the considerable research on cloud computing and digital technologies in higher education, several gaps still exist. A significant portion of the literature is either conceptual or theoretical, lacking extensive empirical validation of proposed models, which complicates the evaluation of their effectiveness in practical settings. Studies frequently concentrate on limited contexts, such as specific universities or the impact of the COVID-19 pandemic, which constrains the generalizability of the findings. Although challenges like data security, privacy, and infrastructure are regularly acknowledged, practical solutions, policies, and tested security measures remain insufficiently addressed. Specifically, SHA-256 hashing is recognized as an essential tool for securing cloud-based e-learning repositories by ensuring data integrity, authenticity, and effective authentication. Its resistance to collisions and computational efficiency render it appropriate for safeguarding academic information. The gap in the literature necessitated the development of a Cloudbased e-learning repository that incorporates SHA-256 hashing for Babcock University. 3. Methodology of the Proposed System The study commenced with an extensive review of a wide range of literature, including published articles, peerreviewed research papers, expert interviews, and relevant case studies, which were leveraged to derive insights into the problem domain. An in-depth analysis was conducted on existing e-learning platforms, storage systems, the current manual methods of academic and course material dissemination, and widely used cryptographic hash algorithms. This review aimed to assess their strengths, limitations, and overall relevance to the specific needs of the university. Based on the findings from this analysis, a conceptual design of a proposed system was developed to address the identified Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 348 shortcomings. The interview and discussion data collection methods were employed, which were conducted with lecturers, course coordinators, and students to gain a deeper understanding of the current academic resource-sharing processes. The system architecture was modelled using Unified Modeling Language (UML) to provide a clear and comprehensive blueprint, facilitating visualization of system components, interactions, and data flow. The Agile software development methodology was adopted for the implementation process due to its iterative nature, adaptability, and emphasis on continuous feedback, which ensures progressive refinement of the system. For the frontend development, HTML (HyperText Markup Language), CSS (Cascading Style Sheets), and Vanilla JavaScript were employed to create a responsive, intuitive, and user-friendly interface. PHP (Hypertext Preprocessor) was utilized for server-side operations and back-end logic, while MySQL (My Structured Query Language) served as the relational database management system to store user registration and login information. Firebase was integrated as the cloud storage solution for academic resources, providing scalable, real-time storage with high reliability. The system underwent rigorous database stress testing under varying load conditions to assess its performance, stability, and scalability. User evaluation was conducted through an online questionnaire, which was designed to measure key system attributes such as functionality, performance, compatibility, and usability. A pilot study of the survey was performed prior to the full-scale survey to validate the reliability of the questionnaire, with Cronbach’s Alpha (α) employed as the reliability metric. Additionally, the SHA-256 cryptographic hashing algorithm was evaluated in terms of cycles per byte and throughput to ensure secure and efficient handling of sensitive data. 4. Proposed System Overview The proposed system is a cloud-based e-learning platform for Babcock University that centralizes academic resources, including lecture notes, past questions, and multimedia content, through an intuitive interface organized by course and level. It features a "Resources" section and an interactive blog to support collaborative learning, multiple learning styles, and transparency through lecturer uploads, while enhancing security and reducing reliance on physical storage. The implementation of the cloud-based e-learning storage system involved the integration of multiple technologies. The front end was developed using modern technologies, including JavaScript (Vanilla and React). PHP was used for backend development due to its efficiency in handling dynamic content, compatibility with various web servers, and strong community support, enabling rapid development and customization. MySQL, a robust relational database management system, was employed to manage user authentication, including sign-up and login credentials, and cryptographic hashing techniques were used to enhance security. Firebase, a cloud-based NoSQL database, was used to manage academic resources dynamically, leveraging its real-time database capabilities for instant updates and synchronization of educational materials. Cloud storage in Firebase facilitated efficient organization and retrieval of academic files, including PDFs, lecture notes, and multimedia content. 5. Requirement Analysis The requirements analysis phase lays the groundwork for developing a robust and user-focused cloud-based e-learning storage system. The functional requirements outline the essential capabilities expected from both the students' and administrators' perspectives. In contrast, the non-functional requirements outline aspects that are integral to the system’s performance, availability, data integrity and security. 5.1. Functional Requirements The functional requirements for the Cloud-Based e-Learning Repository is shown in Table 1.0. Table 1 Functional Requirements for the Cloud-based eLearning Repository CBERFRID FUNCTIONAL REQUIREMENT DESCRIPTION CBERFR1 The system must allow user registration for different roles, including students, instructors, and administrators. CBERFR2 The System must allow the hashing of Passwords and sensitive data using SHA-256 for secure storage. CBERFR3 The system must provide a secure login for users, where user credentials are hashed with SHA-256 before storage Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 349 CBERFR4 The system must allow password reset and recovery, ensuring new passwords are hashed with SHA-256 before updating the repository. CBERFR5 The system must use Role-Based Access Control to assign privileges and grant permission per role, allowing students to access materials and quizzes, instructors to manage courses and content, and administrators to oversee users and system policies. CBERFR6 The system must allow lecturers or instructors to upload, update, and delete course materials, including documents, PDFs, videos, quizzes, and interactive resources. CBERFR7 The system must allow administrators to upload, update, and delete academic resources. CBERFR8 The System must store metadata for each content item, including title, description, CBERFR9 The system must generate a SHA-256 hash for each uploaded file and student submission. It must use this hashing mechanism to verify integrity and ensure that content is not tampered with during storage or retrieval. CBERFR10 The system must detect and notify users if an uploaded or retrieved file has been tampered with (e.g., hash mismatch). CBERFR11 The system must securely store all file hashes in the database, preventing unauthorized modifications. CBERFR12 The system must enable students to access personalized academic resources tailored to their department, semester, and courses, with the ability to search using keywords, tags, course titles, or instructor names. CBERFR13 The system must allow students to search, view, and download learning materials from the repository, with search and sorting features that enable quick access to resources by course, semester, or resource type. CBERFR14 The system should provide a version control mechanism for uploaded content, ensuring older versions are accessible while maintaining integrity verification. CBERFR15 The system could allow discussion forums, comment sections, and messaging between students and instructors. CBERFR16 The System should allow notifications and alerts for new content, assignment deadlines, and forum responses. CBERFR17 The system shall generate reports for administrators on system usage, such as popular resources and user engagement levels. CBERFR18 The System must ensure automatic storage of all resources in the cloud. CBERFR19 The system must encrypt communication between client and server (e.g., HTTPS with TLS), in addition to SHA-256 hashing for content validation. CBERFR20 The system must allow instructors to share repository links with students for easy access. CBERFR21 The system must allow instructors to assign tasks and quizzes stored in the repository. CBERFR22 The system must maintain logs of all file uploads, downloads, and updates, including user details and timestamps. * CBER – Cloud-based eLearning Repository Identification Number 5.2. Non-Functional Requirements The Non-functional requirements of the Cloud-based eLearning Repository are shown in Table 2,0. Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 350 Table 2 Non-Functional Requirements for the Cloud-based eLearning Repository TYPES OF NFRs CBESNFR-ID NON-FUNCTIONAL REQUIREMENT DESCRIPTIONS Security CBERNFR1 The System must use SHA-256 for hashing sensitive data such as passwords, files, and logs. CBERNFR2 The System must use Role-based access control to prevent unauthorized access. CBERNFR3 The System should implement secure connections using HTTPS. CBERNFR4 The System must ensure that all databases are protected against data loss, corruption, and unauthorized modification. CBERNFR5 The System must log every hash verification attempt for auditing and anomaly detection. CBERNFR6 The System must authenticate users using a login ID and password before they are given access into the system, Performance CBERNFR7 The System should be able to handle at least 1000 concurrent users without significant performance degradation. CBERNFR8 The System should ensure that content retrieval and search results are returned within 2-3 seconds. CBERNFR9 The System must ensure that hash computation and verification does not increase file upload or download time by more than 10% compared to baseline performance. CBERNFR10 The System should allow fast and responsive interactions, including quick resource uploads and downloads. Scalability CBERNFR11 The System should ensure that Cloud-based architecture allows horizontal scaling to accommodate increasing users and content storage needs. CBERNFR12 The System must ensure that storage, compute, and network resources are scaled dynamically. Reliability CBERNFR13 The System should ensure 99.9% uptime, allowing students to access resources without disruption. CBERNFR14 The System must recover from failures within 5 minutes using backup and restore processes. CBERNFR15 The System must ensure file integrity and must remain intact during recovery, with SHA-256 hashes re-verified after restoration. CBERNFR16 The System must ensure that no data loss occurs during failures beyond the last automated backup window. CBERNFR17 The System should ensure fault tolerance mechanisms are in place to ensure automatic failover in case of server or storage failure. CBERNFR18 The System must ensure that no data loss occurs during failures beyond the last automated backup window. Data Integrity CBERNFR19 The System must ensure that all uploaded and retrieved content maintains integrity using SHA-256 hashing algorithm. CBERNFR20 The System must ensure that verification mechanisms are in place to detect any unauthorized file modification CBERNFR21 The system should incorporate an intuitive and responsive user-friendly interface that requires minimal training for students, lecturers/instructors and administrators to navigate. Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 351 Usability CBERNFR22 The system must be accessible on multiple devices such as desktops, tablets, and smartphones. CBERNFR23 The System should ensure that search and sorting support filters such as course, semester, instructor, keywords, and tags. CBERNFR24 The System should send notifications and clearly inform users when uploads, downloads, or integrity checks succeed or fail. Compliance CBERNFR25 The system must ensure adherence to data protection regulations, local data and international privacy laws. CBERNFR26 The System must comply with accessibility standards (e.g., Web Content Accessibility Guidelines (WCAG) for inclusive design and other necessary professional regulations. *NFRs – Non-Functional Requirements * CBER-NFR-ID – Cloud-based eLearning Repository Identification Number 6. System Design The Use case diagram was used to model the system. The Actors in the System, their roles, Preconditions, main flow and postconditions are: 6.1. Actors and their Use Cases • Student: Register (Student), Login (Student), Access Materials, Download Resources, Search Resources (by keyword, tag, course, instructor), Filter & Sort Results, Participate in Discussion Forums, Comment on Resources, Messaging with Instructors and Receive Notifications (new content, deadlines, forum replies) • Instructor: Register (Instructor), Login (Instructor), Upload Course Materials (PDF, Video, Interactive), Store Metadata (title, description, tags, upload date), Verify File Integrity (SHA-256) before storagee, Create and Manage Discussion Forums, Respond to Comments, Messaging with Students and Receive Notifications (student submissions, forum updates) • Administrator: Registration & Login Approvals, Manage Users (students, instructors, admins), Enforce RoleBased Access Control (RBAC), Password & Data Hashing (SHA-256), Monitor System Usage (logs, activity), Control Repository Policies and Generate Reports (user activity, system integrity) • System: Hash Passwords, data & file using SHA-256 hashing algorithm, Verify File Integrity (uploads, retrievals), automatically store files in cloud storage, maintain metadata for resources, provide search indexing, enable filter & sort mechanism and send notifications (to students and instructors) 6.2. Preconditions • The instructor or student must be registered and authenticated in the system. • The user must have the required role-based permissions (instructors can upload, students can only download/view). • The cloud repository must be accessible. 6.3. Main Flow (Normal Scenario) • The instructor login to the repository using credentials that are hashed with SHA-256 before verification. • The instructor selects “Upload Material” and chooses a file (e.g., lecture notes PDF). • The system generates a SHA-256 hash of the uploaded file. • The system stores the file in the cloud storage along with its corresponding hash value in the database. A confirmation message is shown: “File uploaded successfully. Integrity secured with SHA-256.” Later, a student logs in to the system. • The student searches for the uploaded file and selects “Download.” • The system retrieves the file from cloud storage. • Before providing it to the student, the system recomputes the SHA-256 hash and compares it with the stored hash. Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 352 • At step 9, if the hash values do not match, the system blocks the download. • The system displays an alert: “Integrity verification failed. File may be corrupted or tampered with.” • The event is logged and reported to the administrator for investigation • If the hashes match, the system delivers the file to the student. • The student successfully accesses the learning material, assured that it has not been tampered with. 6.4. Postconditions • The uploaded file is stored in the cloud with its verified SHA-256 hash. • The student retrieves only authentic and untampered content. • Any detected tampering attempt is logged and flagged for administrative review. The use case diagram is shown in Figure 1.0. - Figure 1 Use Case diagram of Cloud-based eLearning Repository System Global Journal of Engineering and Technology Advances, 2025, 24(03), 345-359 353 7. Implementation of the Proposed System The cloud-based e-learning storage system was developed using PHP for backend development, MySQL for managing user authentication data, and Firebase for cloud-based storage of academic resources. PHP was chosen for its efficiency in handling dynamic content, seamless integration with MySQL, and extensive community support, enabling rapid backend development. MySQL provided secure and structured storage for user credentials, enhanced with password and file contents hashing, while Firebase enabled real-time updates, synchronization, and organized storage of educational materials such as PDFs, lecture notes, and multimedia content. The system underwent rigorous testing to ensure functionality, performance, usability, and compatibility through alpha and beta testing. Alpha testing involved usability and performance assessments with recruited testers performing tasks such as signing up and accessing course materials, while feedback was collected to fix issues. Beta testing expanded this evaluation to external users, ensuring the system’s appearance and functionality were optimal in web browsers and incorporating feedback to further refine the platform. System security was ensured through Firebase authentication for secure identity verification via email/password, OAuth, multi-factor authentication and SHA-256 hashing algorithm, along with Firebase security rules for dynamic access control. Course contents and passwords were hashed using the SHA-256 hashing algorithm and access was restricted based on user roles to prevent unauthorized interactions. Maintenance strategies included regular daily backups of all data and configurations, scheduled updates to address security vulnerabilities and improve performance, and proactive monitoring to ensure the system remains secure, reliable, and up-to-date. Some of the snapshots of the implementation are shown in Figure 2.0, 3.0, 4.0 and 5.0. This snapshot illustrates the main signup interface where users initiate the registration process for the system. Figure 2 Signup Page Figure 3 Sign Up as Student page