Assessment of Students’ Satisfaction with ICT-Enabled Learning in Agricultural Universities
Akanksha Sharma *
Faculty of Bio Science, Barkatullah University, Bhopal (M.P), India.
Monika Patel
Eklavya University, Damoh (M.P), India.
Prashant Sharma
Agricultural Extension, Department of Social Science, College of Horticulture and Forestry-CAU (Imphal), Pasighat, Arunachal Pradesh, India.
*Author to whom correspondence should be addressed.
Abstract
Information and Communication Technology (ICT) has emerged as a significant component of higher education by improving access to educational resources, facilitating interactive learning environments, and enhancing the overall quality of teaching and learning processes. The integration of digital technologies in educational institutions has transformed conventional classroom practices into more flexible, learner-centered, and technology-driven approaches. In agricultural universities, ICT-based learning activities such as online classes, digital study materials, multimedia teaching, virtual classrooms, and internet-enabled communication have become increasingly important for academic development and knowledge dissemination. The present study was conducted at Rajmata Vijaya Raje Scindia Krishi Vishwa Vidyalaya (RVSKVV), Gwalior, Madhya Pradesh, to assess students’ satisfaction with ICT-based learning activities. The study covered five constituent colleges located at Gwalior, Indore, Sehore, Khandwa, and Mandsaur. A survey research design was adopted to examine the perceptions, experiences, and satisfaction levels of undergraduate and postgraduate students regarding the use of ICT tools in education. A total of 350 respondents were selected for the investigation, comprising 200 undergraduate and 150 postgraduate students. Data were collected through a structured interview schedule designed specifically for the study. Both qualitative and quantitative information was gathered, and qualitative responses were transformed into quantitative scores for systematic analysis and interpretation. The findings of the study revealed that the majority of undergraduate students (76.00%) and postgraduate students (76.67%) had a medium level of satisfaction with ICT-based learning activities. 77.71 % of the respondents reported a moderate level of satisfaction regarding the use of ICT tools in education. The results indicated that ICT positively influenced students’ learning experiences by improving access to information, communication, and academic engagement. The full potential of ICT was not completely realized due to limitations related to infrastructure, internet connectivity, and digital competency.
Keywords: ICT-based learning, student satisfaction, agricultural universities, higher education, digital learning activities