Effectiveness of virtual learning system in agricultural education in India
IntroductionVirtual learning systems (VLS) have become increasingly significant in agricultural education, especially for enhancing accessibility and flexibility. However, their effectiveness in improving learners’ engagement, satisfaction, retention, and overall outcomes remains uncertain, particul...
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1588899/full |
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| author | Kotha Shravani Rabindra Nath Padaria Rashmi Singh Sujit Sarkar K. V. Praveen Cini Varghese Shantanu Rakshit S. Aishwarya Preeti Yadav Preeti Yadav Sushmita Saini Sushmita Saini Sweety Mukherjee Bhaskar Ghosh Settipalli Sravani Nuthaki Venkata Leela Krishna Chaitanya Simran Pundir |
| author_facet | Kotha Shravani Rabindra Nath Padaria Rashmi Singh Sujit Sarkar K. V. Praveen Cini Varghese Shantanu Rakshit S. Aishwarya Preeti Yadav Preeti Yadav Sushmita Saini Sushmita Saini Sweety Mukherjee Bhaskar Ghosh Settipalli Sravani Nuthaki Venkata Leela Krishna Chaitanya Simran Pundir |
| author_sort | Kotha Shravani |
| collection | DOAJ |
| description | IntroductionVirtual learning systems (VLS) have become increasingly significant in agricultural education, especially for enhancing accessibility and flexibility. However, their effectiveness in improving learners’ engagement, satisfaction, retention, and overall outcomes remains uncertain, particularly within the Indian agricultural education context.MethodologyA cross-sectional study was conducted among 400 students from Undergraduate (UG), Postgraduate (PG), and PhD programs across randomly selected agricultural universities. Effectiveness Index was constructed using entropy method. Multiple linear regression analysis was employed to identify key predictors.ResultsThe findings indicate that 50.5% of students perceived a medium level of VLS effectiveness. Postgraduate and PhD students reported higher engagement and satisfaction than UG students. Self-regulation was the most significant predictor of learning effectiveness, followed by learners’ attitudes and e-learning design. Gender differences were also observed, with female students performing better in virtual learning environments.Discussion and conclusionThe study highlights the critical role of self-regulation, positive learners’ attitudes, and well-structured e-learning design in enhancing the effectiveness of virtual learning. These insights can inform the development of strategies aimed at optimizing virtual platforms for agricultural education. |
| format | Article |
| id | doaj-art-53a23f8d9d0047fab55aa9526fcf9e7c |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-53a23f8d9d0047fab55aa9526fcf9e7c2025-08-20T03:36:42ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.15888991588899Effectiveness of virtual learning system in agricultural education in IndiaKotha Shravani0Rabindra Nath Padaria1Rashmi Singh2Sujit Sarkar3K. V. Praveen4Cini Varghese5Shantanu Rakshit6S. Aishwarya7Preeti Yadav8Preeti Yadav9Sushmita Saini10Sushmita Saini11Sweety Mukherjee12Bhaskar Ghosh13Settipalli Sravani14Nuthaki Venkata Leela Krishna Chaitanya15Simran Pundir16Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, West Bengal, IndiaDivision of Agricultural Economics, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Design of Experiments, ICAR-Indian Agricultural Statistics Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-National Research Centre on Camel, Bikaner, IndiaTransfer of Technology Unit, ICAR-Central Institute for Research on Buffaloes, Hisar, Haryana, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Agricultural Technology Application Research Institute, Kanpur, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, Indian Council of Agricultural Research, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaDivision of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, IndiaIntroductionVirtual learning systems (VLS) have become increasingly significant in agricultural education, especially for enhancing accessibility and flexibility. However, their effectiveness in improving learners’ engagement, satisfaction, retention, and overall outcomes remains uncertain, particularly within the Indian agricultural education context.MethodologyA cross-sectional study was conducted among 400 students from Undergraduate (UG), Postgraduate (PG), and PhD programs across randomly selected agricultural universities. Effectiveness Index was constructed using entropy method. Multiple linear regression analysis was employed to identify key predictors.ResultsThe findings indicate that 50.5% of students perceived a medium level of VLS effectiveness. Postgraduate and PhD students reported higher engagement and satisfaction than UG students. Self-regulation was the most significant predictor of learning effectiveness, followed by learners’ attitudes and e-learning design. Gender differences were also observed, with female students performing better in virtual learning environments.Discussion and conclusionThe study highlights the critical role of self-regulation, positive learners’ attitudes, and well-structured e-learning design in enhancing the effectiveness of virtual learning. These insights can inform the development of strategies aimed at optimizing virtual platforms for agricultural education.https://www.frontiersin.org/articles/10.3389/feduc.2025.1588899/fullvirtual learningeffectivenessself-regulatione-learning designstudents |
| spellingShingle | Kotha Shravani Rabindra Nath Padaria Rashmi Singh Sujit Sarkar K. V. Praveen Cini Varghese Shantanu Rakshit S. Aishwarya Preeti Yadav Preeti Yadav Sushmita Saini Sushmita Saini Sweety Mukherjee Bhaskar Ghosh Settipalli Sravani Nuthaki Venkata Leela Krishna Chaitanya Simran Pundir Effectiveness of virtual learning system in agricultural education in India Frontiers in Education virtual learning effectiveness self-regulation e-learning design students |
| title | Effectiveness of virtual learning system in agricultural education in India |
| title_full | Effectiveness of virtual learning system in agricultural education in India |
| title_fullStr | Effectiveness of virtual learning system in agricultural education in India |
| title_full_unstemmed | Effectiveness of virtual learning system in agricultural education in India |
| title_short | Effectiveness of virtual learning system in agricultural education in India |
| title_sort | effectiveness of virtual learning system in agricultural education in india |
| topic | virtual learning effectiveness self-regulation e-learning design students |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1588899/full |
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