Impact of open and distance learning on agricultural education: A systematic review and bibliometric analysis

G Gnanasanjevi; P Balasubramaniam; N Sriram; S Lakshmi; R Gangai Selvi; J Suresh

doi:10.14719/pst.7505

Authors

Gnanasanjevi G Department of Agricultural Extension and Rural Sociology, Tamil Nadu Agricultural University, Coimbatore 641 003, Tamil Nadu, India https://orcid.org/0009-0004-7709-4604
Balasubramaniam P Directorate of Open and Distance Learning, Tamil Nadu Agricultural University, Coimbatore 641 003, Tamil Nadu, India https://orcid.org/0000-0002-5179-9487
Sriram N Directorate of Research, Tamil Nadu Agricultural University, Coimbatore 641 003, Tamil Nadu, India
Lakshmi S Directorate of Open and Distance Learning, Tamil Nadu Agricultural University, Coimbatore 641 003, Tamil Nadu, India https://orcid.org/0000-0002-2474-806X
Gangai Selvi R Department of Physical Sciences and Information Technology, Tamil Nadu Agricultural University, Coimbatore 641 003, Tamil Nadu, India https://orcid.org/0000-0002-4475-2293
Suresh J Horticultural College and Research Institute for Women, Tiruchirapalli 620 027, Tamil Nadu, India https://orcid.org/0000-0001-5010-077X

DOI:

https://doi.org/10.14719/pst.7505

Keywords:

bibliometric analysis, distance learning, educational impact, research trends, technology integration

Abstract

Open and distance learning (ODL) plays a crucial role in agricultural education due to its potential to transform knowledge dissemination. It enhances agricultural productivity and addresses educational accessibility challenges. This study employs systematic literature review and bibliometric analysis to examine the evolution and impact of ODL in agricultural education. A total of 759 relevant studies were identified from the Web of Science database and analysed using VOS viewer and R Studio to map research trends and thematic clusters. The selection process was systematically documented following the guidelines outlined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The analysis highlights the growing scholarly interest in this field, with significant research output emerging between 2020 and 2024 and peaking at 90 articles in 2022. The bibliometric analysis reveals diverse authorship with 3789 contributors and a strong collaborative focus, as evidenced by a 36.76 % international co authorship rate. The thematic analysis underscores four major clusters focusing on the impact of COVID-19, training and technology integration, educational frameworks and curriculum design. Geographical contexts indicate varied implementation across regions, with countries such as the USA, the UK, Germany and Italy emerging as central nodes in research networks. Future research should explore low-tech solutions, assess long-term impacts, integrate emerging technologies and establish robust evaluation frameworks. The findings highlight ODL's vital role in creating an inclusive, knowledge driven agricultural sector aligning with global development goals.

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References

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