Indian Journal of Agricultural Research

  • Chief EditorT. Mohapatra

  • Print ISSN 0367-8245

  • Online ISSN 0976-058X

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Indian Journal of Agricultural Research, volume 50 issue 3 (june 2016) : 282-284

Awareness about agricultural web education technology at farmer’s level - An experimental study

P. Mooventhan*, H. Philip
1<p>ICAR - National Institute of Biotic Stress Management,&nbsp;Raipur - 493 225, Chhattisgarh, India.</p>
Cite article:- Mooventhan* P., Philip H. (2016). Awareness about agricultural web education technology atfarmer&rsquo;s level - An experimental study . Indian Journal of Agricultural Research. 50(3): 282-284. doi: 10.18805/ijare.v50i3.10750.

This experimental study was conducted to identify the impact of web-education on knowledge gain and symbolic adoption of farmers in six village of Tamil Nadu using expost-facto research design. The Tamil Nadu Agricultural University (TNAU) website ( was selected as a learning module for experiment. Totally one hundred and eighty respondents were selected for this study. The respondents were expected to have a minimum educational qualification of fifth standard and above because web-education required basic literacy for better learning. More than half of the farmers (77.78%) were not aware of any single agricultural web sites, followed by one-third of the farmers (15.00%) aware of up to two agricultural web sites.  About (5.00%) of the farmers had awareness of 3 to 5 agricultural websites.  Least percentage of farmers (2.22%) were found with awareness of more than five agricultural web sites. Two -third of the farmers (72.50%) had internet connection for non-agricultural usage, followed by (27.50%) of the farmers for agricultural purpose. Among the web site users, about two-fifth (77.50 %) of the farmers were found to use the website once in a week followed by (22.50%) with once in two days and none of them used it daily. The study revealed that respondents were more satisfied and eager to learn through web-education. This indicates that they were inclined towards accepting cyber extension approaches.

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  4. Barker, P. (2002). “On Being an Online Tutor.” Innovations in Education and Teaching International. Taylor and Francis, Ltd. 39,1. 

  5. Knowlton, D. S. (2000). “A Theoretical Framework for the Classroom: A Defense and Delineation of Student-Centered Pedagogy.” [In Weiss, Renee E, Knowlton, Mark S. and Speck, Bruce W. (eds.)] Principles of Effective Teaching in the Online Classroom. San Francisco, CA.: Jossey-Bass. Pp. 5-14.


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