ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1588899
Effectiveness of Virtual Learning System in Agricultural Education in India
Provisionally accepted
Kotha Shravani1*
Rabindra Nath Padaria1*
Rashmi Singh1Sujit Sarkar1*
Praveen KV1*Cini Varghese2
Shantanu Rakshit3,4
Aishwarya S3Preeti Yadav1
Sushmita Saini1
Sweety Mukherjee1
Bhaskar Ghosh1Settipalli Sravani1
Nuthaki Venkata Leela Krishna Chaithanya1
Simran Pundir1- 1Indian Agricultural Research Institute (ICAR), New Delhi, India
- 2Indian Agricultural Statistics Research Institute, Indian Council of Agricultural Research (ICAR), New Delhi, National Capital Territory of Delhi, India
- 3Central Institute for Research on Buffaloes (ICAR), Hisar, Haryana, India
- 4National Research Centre on Camel (ICAR), Bikaner, Rajasthan, India
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Virtual 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. Methodology A 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.The 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.The study highlights the critical role of self-regulation, positive learners' attitudes, and wellstructured 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.
Keywords: Virtual learning, effectiveness, Self-regulation, E-Learning Design, Students
Received: 06 Mar 2025; Accepted: 04 Aug 2025.
Copyright: © 2025 Shravani, Padaria, Singh, Sarkar, KV, Varghese, Rakshit, S, Yadav, Saini, Mukherjee, Ghosh, Sravani, Leela Krishna Chaithanya and Pundir. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Kotha Shravani, Indian Agricultural Research Institute (ICAR), New Delhi, India
Rabindra Nath Padaria, Indian Agricultural Research Institute (ICAR), New Delhi, India
Sujit Sarkar, Indian Agricultural Research Institute (ICAR), New Delhi, India
Praveen KV, Indian Agricultural Research Institute (ICAR), New Delhi, India
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