International Journal of Educational

Science and Research (IJESR)

ISSN (P): 2249–6947; ISSN (E): 2249–8052
Vol. 11, Issue 1, Jun 2021, 35-46
© TJPRC Pvt. Ltd.

PERCEPTION OF POST GRADUATE STUDENTS ABOUT ONLINE TEACHING-

LEARNING IN DAIRY SCIENCE EDUCATION DURING LOCKDOWN PERIOD OF
COVID-19 PANDEMIC

D. MAHENDRA GURJAR, C. KRUNAL KAMANI, C. MAULIK PRAJAPATI & K. ASHISH MAKWANA

Anand Agricultural University, Gujarat, India
ABSTRACT

At present there are 20 Dairy Science colleges in India which offer various courses ranging from Graduation, Post-
graduation and Doctorate. Together these colleges turn out around 754 dairy graduates, 154 Dairy Post graduate and
around 21 PhDs. The COVID-19 pandemic enforced various sectors to shift their base online including educations, where
numerous schools, colleges and universities have started giving education to their students through online platforms.
Relevant measures were taken by Dairy Science College at Anand Agricultural University, Anand, Gujarat and provide
seamless educational teaching-learning activities as per the pedagogy stated in Massive Open Online Course (MOOC)
four quadrants during the pandemic are discussed in this research paper. Due to COVID-19 pandemic, many innovative
approaches of teaching-learning, new perspectives, new trends have emerged and the same may continue as we go ahead

Original Article
to a new tomorrow. The ICAR has also taken several immediate measures to ensure continuity in teaching- learning
process. This research paper highlights the major impacts of COVID-19 on Dairy Science education at Anand
Agricultural University, Anand and also discusses students’ perception and challenges. Finally some fruitful suggestions
are also pointed to improve teaching-learning related educational activities during the pandemic situation.

KEYWORDS: COVID-19, Dairy Education, Online teaching-learning, Online Education& Perception

Received: Feb 05, 2021; Accepted: Feb 25, 2021; Published: Mar 12, 2021; PaperId.: IJESRJUN20215

1. INTRODUCTION

The Indian Dairy sector has travelled a long way to reach the milk production to 187.7 million tonnes in the year
2018-19 from a small quantity of 17 million tonnes in the year 1951. The per capita availability of milk in the
country has also increased to 394 g /day.

The beginning of formal education in the discipline of dairy science can be traced back to the year 1923
when the “Imperial Institute of Animal Husbandry and Dairying” at Bangalore, was established. Sheth M.C.
College of Dairy Science is the oldest college started by the then Anand Agriculture University in 1961.
Subsequently, several State Agricultural Universities established their constituent “Dairy Science” faculties having
the responsibility of imparting Dairy Science education. At present there are 20 Dairy Science colleges in India
which offer various courses ranging from Graduation, Post-graduation and Doctorate. Together these colleges turn
out around 754 dairy graduates, 154 Dairy Post graduate and around 21 PhDs.

As the COVID-19 pandemic spreads, there has been a growing transfer towards teaching online because of
shutting down of schools, colleges and universities for an indefinite time. Consequently, this is the time to seriously
rethink, refurbishment and redesign our education system in much demanding need of unprecedented present
situation. Informal and non-formal education is also very affected. Though, it is a well-established assumption that

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36 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

no pedagogical approach can replace the peak position of formal education due to having teacher-taught face-to-face or
direct communication. But, the result of COVID-19 crisis, online education became a pedagogical shift from traditional
method to the modern ICT based approach of teaching-learning from classroom to virtual classroom. Previously, e-
learning, distance education and correspondence courses were popularly considered as the part of non-formal education,
but as of now, it seems that it would slowly replace the formal education system if the situations enduringly persist over the
time.
Further, the COVID-19 pandemic has posed an unprecedented situation and new challenges for agricultural
education being offered in various agricultural universities across the country. The ICAR has taken several immediate
measures to ensure continuity in teaching- learning process. As a part of these initiatives, based on UGC Guidelines for the
Universities in view of COVID-19 pandemic and in consultation with academic experts and administrators of agricultural
universities, the ICAR has articulated the advisories for the betterment of academic ambiance in the agricultural
universities. The current situation necessitates the dependence on online learning mode. Hence, necessary steps need to be
taken by the universities to create such learning resources and encourage the students to avail such online courses. All
Agricultural Universities (AUs)has taken necessary steps to connect each student through various online tools for their
classes, assignments and other related activities, so that there is no time lag in the schedule of academic session. Further,
the Universities has availed the available online options such as Google Classroom, Google Meet, Google Hangout,
MOOCs, Cisco Webex Meeting, YouTube Streaming, OERs, SWAYAM Platform and SWAYAMPRABHA.

The Government of India started thinking seriously on this matter with emphasizing on
ICTanduseofonlineeducationasthepartofcompulsoryteaching-learningprocess at tertiary level. Furthermore, it is reflected
on preparing draft New Education Policy 2019 (NEP-2019) that has been regarded as a proactive and extremely techno-
efficient step in the time of this pandemic. Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) is a
programme or Massive Open Online Courses (MOOC) platform introduced by the government of India presented online
courses in four different quadrants.

At the academia level, Information & Communication Technology (ICT) experts provided necessary assistance to
stakeholders and managing the change process. However, many sections of research have been conducted over online
teaching and learning and its effectiveness, limited studies have been conducted during COVID-19 lockdown period on
perception of students, challenges faced by them and probable solution suggested by them. Hence, the researcher
insightfully gets concerned in undertaking this study with the objectives as mentioned follows.

2. OBJECTIVES

 To study the perception of Post Graduate Dairy Science students towards the online mode of education

 To study the challenges faced by the respondent students during the online teaching-learning

 To give suitable suggestions to increase effectiveness of online teaching-learning

3. METHODOLOGY

In the present study 27 post-graduate (PG) students were from SMC College of Dairy Science, Anand Agricultural
University, Anand, Gujarat. This college is one of the oldest and reputed Dairy Science College in India and it was
established in the year 1961. The study involved both the primary and secondary data. The primary data for the study was

Impact Factor (JCC): 7.1094 NAAS Rating: 4.16

Perception of Post Graduate Students About Online Teaching-Learning in Dairy 37
Science Education During Lockdown Period of Covid-19 Pandemic

obtained collected by preparing an online questionnaire using Google Form. Further, the secondary data such as the
academic time-table for PG programme, title and credits of courses were obtained from academic branch of the college.
The PG programme in Dairy Science stream is of two years duration and has 55 credits and the Ph D. programme has 75
credits and is of three years duration. The PG programme includes twenty credits for research and the PhD programme
includes forty five credits for the same. Hence, the modus operandi as well as the effectiveness of online teaching of these
courses from the Theory, Practical and Research point of view is indeed an important study area.

The collected data by online questionnaire was analysed in light of the study objectives and the results were
meaningfully interpreted. Finally suggestions were made.

4. DATA COLLECTION & ANALYSIS

A. Profile of the Respondents

(i) Gender of the respondents

(n=27)

Male Female
Total
(No., %) ( No., %)
22 81.48 5 18.52 27
It can be seen from the above table that out of total 27 respondents, 22 (81.48%) were male and 5 respondents
(18.52%) were female.

(ii) Residence during Lockdown

PG (27)
Total (27)
Male (22) Female (5)
( No., %)
(No., %) ( No., %)
Rural 16 88.89 2 11.11 18 66.67
Urban 6 66.67 3 33.33 9 33.33

It can be seen from the above table that out of total 27 respondents around 66.67% respondents resided at rural
locations whereas only 33.33% stayed at urban locations. If we see the same data gender wise, it can be seen that out of

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38 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

total males around 88.89% stayed at rural places whereas 3% female respondents resided at urban places.

It can be seen that majority of the respondents stayed at rural places during the pandemic. This can create an
adverse effect on Teaching learning process since the online teaching process is dependent on the availability and speed of
Internet, which may be comparatively slower in rural locations than urban locations.

(iii) Respondent’s Academic performance

PG (27)
Male (22) Female (5)
Average -OGPA 7.55 7.56

It can be seen from the above table that the average Overall Grade Point Average (OGPA) of male students was
around 7.55 and that of female student was around 7.56.

(iv) Type of Gadgets used by respondent during online teaching-learning

PG (27)
Total
Male (22) Female (5)
(n = 27)
(No., %) ( No., %)
Smartphone 19 70.37 5 18.52 24
Tablet 0 0.00 0 0.00 0
Laptop 3 11.11 0 0.00 3
PC 0 0.00 0 0.00 0

Impact Factor (JCC): 7.1094 NAAS Rating: 4.16

Perception of Post Graduate Students About Online Teaching-Learning in Dairy 39
Science Education During Lockdown Period of Covid-19 Pandemic

It can be seen from the above table that around 89% of the respondents used Smartphones for the purpose of
online teaching –learning. Further around 11% respondents used Laptop for online teaching –learning. While no one is
using PC or tablet for online teaching-learning.

Hence we can say that “smartphone’ was the most used gadget for online learning.

B. Technical aspects of Online Teaching-Learning

(i) Platform used by respondents for Online Teaching Learning

PG (27)
Male (22) Female (5)
(No., %) ( No., %)
Google Classroom 22 100.00 5 100.00
Google Meet 22 100.00 5 100.00
WhatsApp 22 100.00 5 100.00
Impartus 22 100.00 5 100.00

As it can be seen from the above table, Google classroom, Google meet, YouTube and Impartus Education
software were the most common platform used by the college for providing Online teaching.

(ii) Internet Speed and Gadget Related Technical aspects of Online Teaching-Learning

(n=27)

Strongly Strongly
Agree Neutral Disagree
Agree Disagree
No % No % No % No % No %
Connection process to join the Online
7 25.93 11 40.74 4 14.81 5 18.52 0 0.00
lecture is easy.
Internet speed is good at my Place. 2 7.41 9 33.33 7 25.93 6 22.22 3 11.11
Generally there is no audio
3 11.11 11 40.74 7 25.93 4 14.81 2 7.41
problem during online lecture

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40 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

My gadgets' processing speed is

3 11.11 13 48.15 4 14.81 3 11.11 4 14.81
appropriate for online teaching learning
My gadgets' screen size is appropriate for
6 22.22 11 40.74 6 22.22 4 14.81 0 0.00
online teaching learning
My gadget battery is always sufficiently
5 18.52 13 48.15 5 18.52 1 3.70 3 11.11
charged for online teaching-learning
I have sufficient data package for online
9 33.33 10 37.04 6 22.22 1 3.70 1 3.70
teaching-learning
I have all the resources available with me
7 25.93 12 44.44 6 22.22 1 3.70 1 3.70
for online teaching learning

SA=Strongly Agree; A=Agree; N=Neutral; D=Disagree; SD=Strongly Disagree

From the above table we can say that:-

 Around 65% of the respondents Agreed that Connection process to join the online lecture is easy. Only 18% of
the respondent disagreed regarding the same.

 According to around 22% respondents Internet speed is not good at their place.

 Around 52% of the respondents feel there is no audio problem during online lecture and around 14% feels there is
problem.

 Around 60% respondents agreed that their gadgets' processing speed is appropriate for online teaching learning.

 Around 63% agreed that their gadgets' screen size is appropriate for online teaching learning.

 Around 68% respondents said that their gadget battery is always sufficiently charged for online teaching-learning.

 Around 70% respondents agreed that they have sufficient data package for online teaching-learning.

 Around 70% respondents were of the opinion that they have all the resources available with them for online
teaching-learning.

C. Interaction & Material sharing during Online Teaching-Learning

Interaction & Material sharing during online teaching-learning are:

(n=27)

Strongly Agree Neutral Disagree Strongly

Agree Disagree
No % No % No % No % No %
The teachers always shares his
12 44.44 13 48.15 1 3.70 1 3.70 0 0.00
camera during online lecture
The teachers always shares his
19 70.37 8 29.63 0 0.00 0 0.00 0 0.00
audio during online lecture
e-Tutorial / Video lectures are
13 48.15 11 40.74 3 11.11 0 0.00 0 0.00
shared during online teaching learning
e-Content / Materials are shared
18 66.67 9 33.33 0 0.00 0 0.00 0 0.00
using PDF, PPT, Word File, etc.
There are sufficient number of
13 48.15 13 48.15 1 3.70 0 0.00 0 0.00
Online Assessments / quizzes
There is sufficient Online 12 44.44 12 44.44 2 7.41 1 3.70 0 0.00

Impact Factor (JCC): 7.1094 NAAS Rating: 4.16

Perception of Post Graduate Students About Online Teaching-Learning in Dairy 41
Science Education During Lockdown Period of Covid-19 Pandemic

Discussion of the lecture topic by students

and teacher via Audio
There is sufficient Online
Discussion of the lecture topic by students
12 44.44 10 37.04 4 14.81 1 3.70 0 0.00
and teacher via Chat Box
/ Discussion Forum
My questions / queries are
generally clarified during the 12 44.44 12 44.44 3 11.11 0 0.00 0 0.00
online teaching-learning

SA=Strongly Agree; A=Agree; N=Neutral; D=Disagree; SD=Strongly Disagree

From the above table we can say that:-

 Around 92% of the respondents agreed that the teachers always sharetheir
camera during online lecture.

 Around 100% of the respondents agreed that the teachers always sharetheir audio during online lecture.

 Around 89% of the respondents agreed that e-Tutorial / Video lectures are
shared during online teaching learning.

 Around 100% of the respondents agreed that e-Content / Materials are shared
using PDF, PPT, Word File, etc.

 Around 97% of the respondents agreed that there are sufficient number of Online Assessments / quizzes

 Around 90% of the respondents agreed that there is sufficient Online Discussion of the lecture topic by students
and teacher via Audio.

 Around 81% of the respondents agreed that there is sufficient Online Discussion of the lecture topic by students
and teacher via Chat Box/ Discussion Forum.

 Around 90% of the respondents agreed that their questions / queries are generally clarified during the online
teaching-learning.

D. Effectiveness of Online Teaching-Learning:

(n=27)

Strongly Agree Agree Neutral Disagree Strongly Disagree

No % No % No % No % No %
Online teaching learning for
theory is as effective as offline 1 3.70 11 40.74 8 29.63 4 14.81 3 11.11
theory teaching
Online teaching learning for
practical is as effective as offline 0 0.00 3 11.11 8 29.63 6 22.22 10 37.04
practical teaching
I am satisfied with knowledge
gained in Theory (online teaching 2 7.41 12 44.44 8 29.63 4 14.81 1 3.70
learning)
I am satisfied with knowledge
2 7.41 6 22.22 5 18.52 6 22.22 8 29.63
gained in Practical (online

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42 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

teaching-learning)

For my self-revision I go through

the Videos, Audios, PDF, PPT
and other e-content provided by 7 25.93 15 55.56 4 14.81 1 3.70 0 0.00
the teacher during online teaching
learning
Instead of LIVE online lectures, I
prefer Pre-Recorded lectures of
4 14.81 7 25.93 11 40.74 2 7.41 3 11.11
the topic by the concern course
teacher
As Dairy Education is highly
technical course, I feel the online
delivery of "PRACTICAL 10 37.04 13 48.15 4 14.81 0 0.00 0 0.00
CLASSES" are not totally
effective

SA=Strongly Agree; A=Agree; N=Neutral; D=Disagree; SD=Strongly Disagree

From the above table we can say that:-

 Around 26% of the respondents disagreed that Online teaching learning for theory is as effective as offline theory
teaching.

 Around 60% of the respondents disagreed that Online teaching learning for practical is as effective as offline
practical teaching.

 Around 19% of the respondents disagreed that he is satisfied with knowledge

gained in Theory online teaching learning.

 Around 53% of the respondents disagreed that he is satisfied with knowledge

gained in Practical online teaching-learning.

 Only around 3.7% of the respondents disagreed that for his self-revision he go through
the Videos, Audios, PDF, PPT and other e-content provided by the teacher during online teaching learning.

 Around 19% of the respondents disagreed that Instead of LIVE online lectures they prefer Pre-recorded lectures
of the topic by the concern course teacher.

 Around 85% of the respondents agreed that as Dairy Education is highly technical course, they feel the online
delivery of “PRACTICAL CLASSES” is not totally effective.

E. Challenges of Online Teaching Learning

(n=27)

Strongly
Strongly Agree Agree Neutral Disagree
Disagree
No % No % No % No % No %
I feel there is lack of scope for
2 7.41 13 48.15 12 44.44 0 0.00 0 0.00
meaningful interaction

Impact Factor (JCC): 7.1094 NAAS Rating: 4.16

Perception of Post Graduate Students About Online Teaching-Learning in Dairy 43
Science Education During Lockdown Period of Covid-19 Pandemic

I feel it is difficult to implement

innovative teaching-learning 1 3.70 14 51.85 10 37.04 2 7.41 0 0.00
method
I feel disturbance due to other
phone calls, WhatsApp, Instagram,
5 18.52 11 40.74 6 22.22 4 14.81 1 3.70
Facebook and other mobile
notifications during online lecture
I feel there is interruption caused
by family member, neighbours,
6 22.22 11 40.74 4 14.81 1 3.70 5 18.52
friends during the online teaching
learning
I face problem in understanding
the topic because of my inability
0 0.00 12 44.44 8 29.63 5 18.52 2 7.41
to discuss a topic with my
classmates
I feel that online examination /
evaluation is not very effective in
separating good performing 4 14.81 11 40.74 10 37.04 2 7.41 0 0.00
student and poor performing
student
Because of Online Practical’s I am
unable to feel the organoleptic
(e.g. Taste, Smell, etc.) and other
6 22.22 15 55.56 6 22.22 0 0.00 0 0.00
attributes(like Sound,
Intensity, etc.) which are very
important in Dairy process
I feel extra tiring of eyes during
3 11.11 14 51.85 9 33.33 1 3.70 0 0.00
online teaching-learning
I feel that One day of ONLINE
teaching learning is more tiresome
5 18.52 12 44.44 6 22.22 2 7.41 2 7.41
than one day of OFFLINE teaching
learning

SA=Strongly Agree; A=Agree; N=Neutral; D=Disagree; SD=Strongly Disagree

From the above table we can say that:-

 Around 55% of the respondents agreed that he feel there is lack of scope for meaningful interaction effective.

 Around 55% of the respondents agreed that he feel it is difficult to implement innovative teaching-learning
method.

 Around 59% of the respondents agreed that he feel disturbance due to other phone calls, WhatsApp, Instagram,
Facebook and other mobile notifications during online lecture.

 Around 63% of the respondents agreed that he feel there is interruption caused by family member, neighbours,
and friends during the online teaching learning.

 Around 44% of the respondents agreed that he face problem in understanding the topic because of his inability to
discuss a topic with his classmates.

 Around 55% of the respondents agreed that I feel that online examination /evaluation is not very effective in
separating good performing student and poor performing student.

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44 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

 Around 78% of the respondents agreed that Because of Online Practical’s he is unable to feel the organoleptic
(e.g. Taste, Smell, etc.) and other sensory attributes (Sound, Intensity, etc.) which are very important in Dairy
process.

 Around 63% of the respondents agreed that he feel extra tiring of eyes during online teaching-learning.

 Around 63% of the respondents agreed that he feel that one day of ONLINE teaching learning is more tiresome
than one day of OFFLINE teaching learning.

5. RESULTS & DISCUSSIONS

A) Profile of the Respondents

 It was found that majority of respondents were males who resided at rural locations during the pandemic and had
a good (OGPA) of above 7.0 and used their Smart phones for the purpose of online teaching –learning. The residing in
rural locations may have an adverse effect on teaching learning process since the speed of Internet may be slower in rural
locations than urban locations.

B) Technical aspects of Online Teaching-Learning

 It was found that the most common platform used by the college for providing online teaching were Google
classroom, Google meet, YouTube and Impartus Education software. Majority of the respondents were of the view that
technical aspects like – joining the online lecture is easy, their gadgets' processing speed, screen size, battery level is
appropriate for online learning. Though a minor percent of respondents did face network issues. Most of the respondents
indicated that they have sufficient data package for online teaching-learning.

C) Interaction & Material sharing during online Teaching-Learning

 Regarding the Interaction & Material sharing during online teaching-learning, Majority of the respondents agreed
that the teachers always shares his camera during online lecture, teachers always shares his audio, e-Tutorial / Video
lectures, PDF, PPT, Word File were shared during online teaching learning. Considerable percentage of respondents
indicated that the number of Online Assessments / quizzes was sufficient. Also there was sufficient Online Discussion of
the lecture topic by students and teacher via Audio, Chat Box Discussion Forum.

D) Effectiveness of Online Teaching-Learning

 Regarding effectiveness of Online teaching –learning process majority of respondents indicated that Online
teaching for theory and practical was as not as effective as offline theory and practical

E) Challenges of Online Teaching Learning

 It may not be possible to create a strict & disturbance free learning environment which is present in offline
teaching hence in online learning respondents indicated disturbance due to other phone calls, WhatsApp, Instagram,
Facebook and other mobile notifications, interruption caused by family member, neighbours, and friends during the online
teaching learning. Further, the problem in strictness and discipline was also indicated when a considerable percentage of
the respondents felt that online examination / evaluation is not very effective in separating good performing student and
poor performing student.

Impact Factor (JCC): 7.1094 NAAS Rating: 4.16

Perception of Post Graduate Students About Online Teaching-Learning in Dairy 45
Science Education During Lockdown Period of Covid-19 Pandemic

The most problematic situation was found in the effectiveness of “Online Practical classes” as majority of
respondents thought it would be better if they were able to feel the organoleptic (e.g. Taste, Smell, etc.) and other sensory
attributes (Sound, Intensity, etc.) during practical classes and such skills are necessary in Dairy process.

 Another major problem which adversely affected the effectiveness of online teaching-learning was the ‘tiring of
eyes’ due to constant and lengthy teaching hours.

6. CONCLUSIONS

It can be concluded that. n the present pandemic situation the students primarily use Smart phones for online learning and
generally do not face any technical problem related to screen size, connectivity, battery level, etc. Further, Google
Classroom, Google Meet, Impartus were the mostly used platforms for online teaching. During the online class teachers
use to share reading material (PDF, PPT, video lectures, and so on) and also used to interact with students via Audio and
Chat Box and used to take ample number of quizzes and assignments.

However, online teaching learning also had some problems like - Online teaching for especially of practical was
as not as effective as offline teaching of practical and the problem may be lying in the fact that the students were unable to
feel the organoleptic (e.g. Taste, Smell, etc.) and other sensory attributes (Sound, Intensity, etc.) during practical classes
and such skills are necessary in Dairy process. Other major problems affecting online teaching- learning which were
highlighted in the study were – inability to create a strict & disturbance free learning environment at respondent’s home,
‘tiring of eyes’ due to constant and lengthy teaching hours.

Since Post graduate and Ph. D programmes there is a considerable portion of Research, the students’ awareness
about usage of ICT tools in learning process is high and also the number of students in a class is also small, it may be
suggested that the online teaching learning may prove to be a supplement which can be used with offline teaching also.
ICT tools and various social media platforms such as whatsapp, youtube etc. can be useful in increasing the effectiveness
of online teaching of PG students.

Application of Research

The findings of the study will be greatly helpful to academicians and policy makers in understanding the effectiveness of
online teaching and the practical issues and challenges faced by students of Dairy Science, Food Processing and similar
courses where “Practical classes/ Research’ play an important role in increasing the effectiveness of learning.

ABBREVIATIONS

OGPA : Overall Grade Point Average

PDF: Portable Document Format

Study area / Sample Collection: Gujarat state

7. ACKNOWLEDGEMENT

The authors sincerely acknowledge the support of all the respondents in this study

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46 D. Mahendra Gurjar, C. Krunal Kamani, C. Maulik Prajapati & K. Ashish Makwana

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Impact Factor (JCC): 7.1094 NAAS Rating: 4.16