Perceived usefulness of e-learning platforms among the research scholars of faculty of agriculture, Annamalai university, Chidambaram

Introduction

Information and Communication Technology (ICT) has transformed higher education by promoting flexible and technology-enabled learning. Learning Management Systems (LMS) and other e-learning platforms have become essential for knowledge dissemination, collaboration, and academic productivity, particularly among research scholars who require autonomous learning, access to scholarly resources, and virtual collaboration. The COVID-19 pandemic further accelerated the adoption of e-learning across educational institutions (Mlitwa, 2007) [22] . Understanding research scholars' perceived usefulness and attitudes towards e-learning is essential because these factors strongly influence technology adoption and continued use. Perceived usefulness, a key construct of the Technology Acceptance Model (TAM), refers to the extent to which users believe that a technology enhances their academic performance, while positive attitudes promote greater engagement and learning outcomes. Although several studies have examined e-learning among general student populations, limited attention has been given to research scholars despite their unique academic and research requirements. E-learning encompasses computer-based learning, web-based learning, virtual classrooms, and digital collaboration. Lee and Lee (2006) [18] defined e-learning as the online delivery of education through web-based technologies. Khan (2005) [15] described it as an innovative, learner-centred approach that enables learning anytime and anywhere through digital technologies. Similarly, Guri-Rosenblit (2005) [11] , Alonso et al. (2005) [4] , and Garrison (2011) [10] emphasized the role of electronic media, multimedia technologies, internet-based communication, and synchronous or asynchronous interaction in facilitating knowledge construction. Overall, e-learning complements traditional classroom teaching by promoting student-centred, interactive, and collaborative learning. In India, e-learning has gained considerable momentum in higher education through the expansion of online courses, www.extensionjournal.com virtual classrooms, and digital learning resources. These developments have improved accessibility, flexibility, and self-directed learning while supporting research and academic collaboration. However, challenges such as limited technological infrastructure, poor internet connectivity, and the digital divide continue to hinder effective implementation. Emerging trends, including blended learning, personalized learning, gamification, artificial intelligence, virtual and augmented reality, data analytics, and micro-credentialing, are expected to further reshape higher education. These innovations will enhance learner engagement, improve instructional quality, and support lifelong learning. The future of e-learning in India depends on strengthening technological infrastructure, enhancing faculty competencies, promoting research and innovation, and fostering collaborations among educational institutions, industry, and technology partners. Such initiatives are expected to improve accessibility, scalability, inclusiveness, and industry relevance of higher education. India ranks among the world's leading countries in higher education, yet a substantial section of the population still lacks access to quality education because of social, economic, and geographical constraints. UNESCO (2005) [32] recognized ICT as a promising solution for expanding educational opportunities amid increasing demand and limited teaching resources. Consequently, higher education institutions, including agricultural universities, are increasingly integrating e-learning platforms into teaching and research. However, their successful implementation depends on understanding users' willingness, perceived usefulness, and attitudes. Therefore, the present study investigates the perceived usefulness of e-learning platforms, attitudes of research scholars towards their use, challenges encountered during utilization, and suggestions for improving their effectiveness. Despite the growing importance of e-learning, studies focusing specifically on agricultural research scholars remain limited, highlighting the need for the present investigation. The present study titled as "Perceived usefulness and attitude towards e-learning among the research scholars in Faculty of Agriculture, Annamalai university" has been undertaken to get a meaningful insight into their e-learning behaviour with the following specific objectives.

Objectives of the study 1.

To study the characteristics of the research scholars in the Faculty of Agriculture. 2. To assess the perceived usefulness of e-learning platforms by the research scholars.

Research Methodology Selection of District and Institution

The present study was conducted in Cuddalore district of

Research Design

The design of research is the most important and critical aspect of research methodology. In a broad sense research design is the process of planning and carrying out research.

The research design adopted for the present study was ex-post facto, since the phenomenon had already taken place. Keeping this in view, the adaptability of the proposed design with respect to the type of variables under consideration, size of respondents and phenomenon to be studied, the exploratory method was selected as an appropriate research design. The main focus of investigation was to know the perceived usefulness and attitude towards e-learning among research scholars and constraints faced by the research scholars while using the e-learning platforms.

Selection of respondents

The sample of the present study consisted of Post Graduate and Doctoral scholars of Faculty of Agriculture, Annamalai University. The total selected sample size was 120. The Faculty of Agriculture has a total of nine departments. Seven departments were approved by ICAR-NAEAB (2023). Therefore, respondents were selected only from the seven approved departments. The samples were selected by using Proportionate random sampling technique for the study.

Selection of e-learning platforms

The e-learning platforms investigated in the study were selected based on expert consultation and familiarity among research scholars.

Selection of Dependent Variables

The dependent variables of the study were selected based on extensive review of relevant literature, discussions with experts in agricultural extension and e-learning research, and considering the objectives of the study. The major focus of the investigation was to understand the research scholars' evaluation and behavioural responses towards digital learning resources. Accordingly, perceived usefulness of elearning platforms, perception towards e-learning platforms, attitude towards e-learning platforms were selected as dependent variables. The perceived usefulness of e-learning platforms was considered as the extent to which research scholars believe that the use of digital learning platforms improves their academic performance, learning efficiency and research productivity. The perception towards e-learning platforms represented the overall beliefs, opinions and experiences of scholars regarding the effectiveness and quality of online learning platforms. The attitude towards elearning platforms was selected to measure the positive or negative disposition of research scholars towards adopting and using digital learning resources for academic purposes. Thus, these dependent variables collectively represented the cognitive, affective and behavioural aspects of research scholars' engagement with e-learning platforms.

Findings and Discussion

Socio-personal Characteristics of Research Scholars

The findings revealed that a majority of the respondents (59.17%) belonged to the age group of less than or equal to 25 years, followed by 36.67 per cent in the age group of 26-28 years, whereas only 4.16 per cent belonged to the age group of 29 years and above. The higher proportion of young research scholars may be attributed to their direct transition from undergraduate studies to postgraduate and doctoral programmes. Younger scholars are generally more exposed to digital technologies and possess greater adaptability towards emerging online learning tools. Similar findings were reported by Sathiyapriya and Keerthana (2024) [28] . Regarding gender distribution, more than half of the respondents were female (57.50%), while 42.50 per cent were male. The higher representation of female scholars indicates the increasing participation of women in agricultural higher education. This trend may be due to enhanced awareness regarding the importance of women's education, improved educational opportunities, and various government initiatives promoting female participation in higher education. Similar observations were reported by Yadav and Kashyap (2017) [35] . With respect to educational status, 60.83 per cent of the respondents had B.Sc. (Agriculture) qualification, whereas 39.17 per cent had M.Sc. (Agriculture) qualification. The higher proportion of B.Sc. (Ag.) scholars may be due to the greater number of students entering higher education after undergraduate agricultural programmes and comparatively higher enrolment capacity at the undergraduate level. The medium of schooling revealed that a majority of respondents (69.17%) had English medium education, while 30.83 per cent had Tamil medium education. The predominance of English-medium scholars may be due to the importance of English in accessing scientific literature, online academic resources, research databases, and digital learning platforms. Since most e-learning resources and technical interfaces are available in English, English-medium students may experience greater convenience in using digital platforms.

The academic performance of respondents indicated that 79.17 per cent had high academic performance (>8.3 OGPA), while 20.83 per cent had medium academic performance (7-8.3 OGPA). The higher academic achievement among research scholars may be attributed to their merit-based selection for postgraduate and doctoral programmes and their motivation towards academic excellence and research activities.

Regarding place of residence, nearly half of the respondents (49.16%) belonged to semi-urban areas, followed by rural (28.34%) and urban (22.50%) areas. The higher representation of semi-urban scholars may be because these areas provide comparatively better educational facilities, internet connectivity, and access to institutions while maintaining affordability compared to urban regions. The annual family income distribution showed that 60.83 per cent of respondents belonged to the low-income category (Rs.67,000-2,28,000), followed by medium (28.33%) and high-income categories (10.84%). This indicates that many agricultural scholars come from farming, service, and moderate-income family backgrounds. Similar findings were reported by Kirti et al. (2017) [16] .

Digital Device Possession and Exposure to E-learning Platforms

The findings on electronic device possession revealed that all respondents (100.00%) possessed smartphones, followed by laptops (82.50%), tablets (28.33%), and desktops (15.00%).

The universal ownership of smartphones highlights their importance as essential digital tools for academic communication, accessing online resources, and participating in e-learning activities. The higher possession of laptops may be attributed to their requirement for research-related activities such as literature review, data analysis, online documentation, and manuscript preparation. Similar findings www.extensionjournal.com were reported by Muthuprasad et al. (2021) [23] .

The awareness level of e-learning platforms revealed that more than half of the respondents (54.17%) had high awareness, followed by low (24.17%) and moderate (21.66%) awareness levels. The higher awareness among scholars may be due to their frequent use of internet-based resources, online academic platforms, digital libraries, and virtual learning environments for research purposes.

The accessibility of e-learning platforms indicated that 56.67 per cent of respondents had medium accessibility, followed by high (23.33%) and low (20.00%) accessibility. The medium level of accessibility suggests that scholars had access to essential digital learning resources; however, limitations related to internet connectivity, infrastructure, and technical support may influence regular usage. Similar findings were reported by Raj et al. (2024) [27] .

The knowledge level regarding e-learning platforms revealed that 56.67 per cent of respondents possessed medium knowledge, followed by high (33.33%) and low (10.00%) levels. This may be because research scholars regularly use online platforms for academic activities, which enhances their familiarity with digital learning resources and their functions. Similar findings were reported by Meenambigai et al. (2017) [21] .

The user ability of e-learning platforms showed that 54.17 per cent of respondents had medium user ability, followed by high (35.00%) and low (10.83%) levels. The medium level of user ability indicates that scholars possess basic operational skills in using e-learning platforms but require further training to utilize advanced features effectively. Similar findings were reported by Acheampong (2019) [1] .

Utilization Pattern of Digital Learning Resources

The utilization pattern of social networking sites revealed that WhatsApp (93.34%) was the most commonly used platform for academic purposes, followed by YouTube (85.00%), Instagram (75.00%), SlideShare (65.00%), Facebook (61.67%), Snapchat (46.67%), LinkedIn (42.50%), and X-Twitter (22.50%). The higher preference for WhatsApp may be due to its convenience in academic communication, instant sharing of research materials, and group discussions. YouTube and SlideShare were preferred because they provide visual learning resources such as lectures, presentations, and tutorials that support better understanding of academic concepts. Similar findings were reported by Alfaris et al. (2018) [3] . The use of open-access platforms showed that Vidyamitra (62.50%) was the most accessed platform, followed by e-PG Pathshala (57.50%) and Moodle (54.17%). Other platforms used were OpenEdx (29.17%), NDL India (21.67%), e-Gyankosh (20.83%), and e-Adhyayan (20.00%). The higher usage of Vidyamitra and e-PG Pathshala may be due to the availability of structured academic content, subject-specific resources, and free access to educational materials. Moodle was also preferred due to its interactive learning features and organized course management facilities. Similar findings were reported by Prince and Saravanan (2015) [26] .

Perceived Usefulness and Attitude towards E-learning Platforms

The overall perceived usefulness of e-learning platforms revealed that 56.67 per cent of respondents had medium perceived usefulness, followed by high (26.66%) and low (16.67%) levels. The medium level of perceived usefulness indicates that research scholars recognized the academic benefits of e-learning platforms, but their extent of utilization may vary depending on digital skills, accessibility, and research requirements. The overall attitude towards elearning platforms showed that 57.50 per cent of respondents had a favourable attitude, followed by more favourable (25.83%) and less favourable (16.67%) attitudes. The favourable attitude among research scholars may be attributed to the flexibility, convenience, time-saving nature, and easy accessibility of digital learning resources for academic and research activities. Overall, the findings indicated that research scholars of the Faculty of Agriculture were predominantly young, academically competent, digitally equipped, and moderately proficient in utilizing elearning platforms. Their positive perception and favourable attitude highlight the growing importance of digital learning technologies in agricultural higher education.

Perceived usefulness of e-learning platforms by the research scholars

Perceived usefulness of e-learning refers to the degree to which a student believes that using e-learning systems will improve their academic performance or learning effectiveness. The extent to which an individual believes that using an information system will enhance their academic productivity. Perceived usefulness is crucial in e-learning as it strongly influences student's acceptance and continued use of platforms. An understanding of perceived usefulness is very important for improving system design to meet learners' needs. Study the perceived usefulness of e-learning platforms were vital for understanding how learners, especially research scholars, value these tools in their academic journey.

Perceived usefulness of various e-learning platforms

The perceived usefulness of various e-learning platforms was assessed using a five-point continuum scale. To assess the perceived usefulness of various e-learning platforms, mean scores were worked out for seven different categories interpreted and were presented in Table -2 (MS = 3.30) were appreciated for improving academic writing and visual communication. In contrast, tools like Scite (MS = 1.76), Elicit (MS = 1.89) and Zotero (MS = 1.88) received lower scores, possibly due to limited awareness or functionality challenges. Among the video conferencing platforms, Zoom (MS = 4.10) and Google Meet (MS = 3.88) were preferred for their ease of use and stability, whereas Webex (MS = 1.95) and Skype (MS = 2.56) were rated less useful, potentially due to outdated interfaces or lower adoption rates. In case of statistical software category, usage and satisfaction were moderate for OPSTAT (MS = 3.00) and WASP 2.0 (MS = 2.91) and SPSS (MS = 2.76) were relatively more accepted, while JAMOVI (MS = 2.10) received limited recognition, pointing to a need for greater exposure or training. Finally, MYLOFT (Online Library Platform) scored a moderate mean of 2.71, suggesting that while digital libraries are useful, there may be issues related to accessibility, user interface, or the availability of relevant content for some users. Hence, it could be concluded that the e-learning platforms that were intuitive, content-rich and aligned with academic and research needs tend to be rated more positively. Tools with technical complexity, unfamiliarity or limited scope often show lower engagement, indicating areas for improvement or greater institutional support. The utilization of e-learning platforms depends heavily on how useful to users and perceive them to be. Developers and educators must prioritize user-centered design, high-quality content and effective pedagogical strategies to enhance this perception. As digital learning continues to grow, understanding and improving perceived usefulness will be essential for creating impactful and sustainable e-learning experiences. The present findings are in agreement with the Technology Acceptance Model (TAM) proposed by Davis, who reported that perceived usefulness is one of the strongest predictors of users' intention to adopt information technologies. Similar findings were reported by Venkatesh and Davis, who observed that systems perceived to improve users' performance are more readily accepted and continuously used. The findings are also supported by Tarhini et al. (2014) [31] , who reported that perceived usefulness significantly influences students' behavioural intention to adopt e-learning systems in higher education. Likewise, Al-Emran et al.

(2018) [2] concluded that usefulness, ease of use and system quality positively influence learners' acceptance and continued usage of e-learning platforms. The higher usefulness of SWAYAM and online learning portals observed in the present study is consistent with the findings of Muthuprasad et al. (2021) [23] , who reported that university students preferred structured online learning platforms because of their flexibility, accessibility and availability of quality learning resources. Similarly, Dhawan (2020) [8] emphasized that digital learning platforms became indispensable for higher education by providing uninterrupted access to educational content and academic interactions. The high usefulness scores obtained by ChatGPT, Grammarly and QuillBot also corroborate recent studies on artificial intelligence in education. Kasneci et al.

(2023) [13] observed that generative AI tools substantially enhance academic writing, information synthesis and personalized learning support for higher education students. Likewise, Lo (2023) [20] reported that AI-powered educational tools significantly improve research productivity, writing efficiency and learning outcomes when used appropriately with academic guidance. Therefore, the study concludes that perceived usefulness remains a critical determinant of successful adoption of e-learning platforms among agricultural research scholars. Institutions should strengthen digital infrastructure, organize regular capacitybuilding programmes and improve awareness regarding advanced research-support tools to maximize the educational benefits of e-learning technologies. The e-learning platform helps me to understand the course content more effectively. 4.12 2.

Perception towards e-learning platforms

The e-learning platform enhances my ability to learn new concepts. 2.90 3.

Using the e-learning platform improves my overall academic performance. 4.11 4.

The platform supports my understanding through detailed and clear explanations.

The e-learning platform provides high-quality resources that are essential for my learning.

The e-learning platform helps me to complete my learning tasks more efficiently.

7.

Using the platform reduces the time I need to study compared to traditional methods.

The platform streamlines the learning process by organizing resources in a structured manner. 3.30 9.

The e-learning platform offers quick and easy access to relevant learning materials.

I am able to manage my time better with the support of the e-learning platform.

The e-learning platform allows me to learn at my own pace.

The flexibility of platforms allows users to access them anytime and anywhere. 4.20 13.

The platform makes it easier to balance learning with my other responsibilities. 2.89 14.

I can revisit lessons and resources as many times as I need to on the platform.

The mobile accessibility of the platform is highly convenient for my learning.

The interactive features of the platform, such as quizzes and forums, help me to stay engaged.

The e-learning platform facilitates better communication with instructors and peers. the user experience but also reinforce the role of e-learning in higher education and scholarly advancement.

Summary and Conclusion

The study found that research scholars in the Faculty of Agriculture, Annamalai University were young, digitally equipped, and moderately proficient in using e-learning platforms. They had favourable awareness, knowledge, perception, and attitudes towards e-learning, with platforms such as SWAYAM, TNAU Agritech Portal, Shodhganga, Krishikosh, Zoom, and ChatGPT being widely valued for academic and research purposes. Despite challenges such as technical issues, reduced motivation, and limited practical learning opportunities, e-learning was recognized as an effective complement to conventional education. The study recommends strengthening digital infrastructure, improving ICT skills, and integrating interactive, agriculture-specific elearning resources to enhance research and learning outcomes in agricultural higher education. The study concludes that research scholars in the Faculty of Agriculture, Annamalai University demonstrated a favourable overall orientation towards e-learning, supported by adequate digital access and moderate proficiency in using e-learning platforms. Platforms such as SWAYAM, TNAU Agritech Portal, Shodhganga, Krishikosh, Zoom and ChatGPT were perceived as useful for accessing learning resources, supporting research activities and enabling flexible and continuous learning. The perceived usefulness of e-learning was particularly evident in terms of saving study time, providing easy access to relevant learning materials and supporting academic activities. However, the findings also indicate that time management, motivation, flexibility, clarity of explanations and opportunities for practical learning require further attention. Technical constraints and limitations in interactive learning may reduce the effectiveness of e-learning when used independently of conventional education. Therefore, e-learning should be strengthened as a complementary component of agricultural higher education, rather than a complete replacement for face-to-face and practical learning. Improving digital infrastructure, strengthening ICT competencies, developing agriculture-specific and research-oriented content, and incorporating interactive tools, peer-learning communities and academic collaboration facilities could enhance the effectiveness and sustained adoption of e-learning among research scholars. Overall, the study demonstrates that welldesigned e-learning systems can make a meaningful contribution to academic learning, research productivity and digital transformation in agricultural higher education.

Acknowledgement

AcknowledgementsThe authors express their sincere gratitude to the Department of Agricultural Extension, Faculty of Agriculture, Annamalai University, Annamalai Nagar, Chidambaram, Tamil Nadu, India, for providing the necessary facilities and academic support to carry out this research.

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