The Contribution of Digital Classrooms and E-Learning Platforms to Raising Student Engagement in Sangli Districts Rural Colleges

Abstract

Digital technology\'s explosive growth has changed educational methods everywhere, especially in rural India. Digital classrooms and e-learning platforms have become cutting-edge teaching resources that improve student access, interaction, and engagement. This study looks into how these platforms might increase student involvement in rural Maharashtra institutions in the Sangli District. The results of a mixed-method study that included questionnaires from 250 students and faculty interviews with 20 shows those digital tools greatly enhance academic engagement, group projects, and general motivation. Infrastructure issues like inadequate internet access and low levels of digital literacy, however, continue to be obstacles. According to the study\'s findings, blended learning models, infrastructural assistance, and focused instruction are essential for maximizing the efficacy of e-learning platforms in remote campuses

Introduction

The study explores the impact of digital classrooms and e-learning platforms on student engagement in rural colleges of Sangli District, Maharashtra, amid a broader shift toward ICT-driven education in India, especially post-COVID-19.

Key Findings:

• High student engagement was observed in digital learning, especially in autonomous learning, participation, and satisfaction.

• Google Classroom was the most widely used platform, followed by Moodle.

• Students with personal access to devices showed significantly higher engagement.

• There was no significant gender difference in engagement levels.

• Main challenges included poor internet connectivity (35%), low digital literacy (25%), technical issues, and motivational barriers.

Faculty Perspectives:

• Strengths: Improved attendance, better understanding via multimedia, and flexible teaching.

• Challenges: Infrastructure gaps, limited tech skills, and resistance to change.

• Suggestions: Promote blended learning, faculty training, and government support for digital infrastructure.

Research Gap:

Most prior studies focus on urban areas. Few examine rural engagement outcomes or include both student and faculty perspectives, which this study addresses.

Implications:

• Improving infrastructure (internet, devices) and digital literacy training are critical for maximizing the benefits of e-learning in rural settings.

• Policymakers should support device access (e.g., subsidies, loans) and ongoing digital skill development.

Conclusion

This study looked at how digital classrooms and e-learning platforms might improve student engagement in Sangli District\'s rural institutions. The results unequivocally show that, even in remote settings where infrastructure constraints still exist, digital technologies have a revolutionary effect on higher education. When using platforms like Google Classroom, Zoom, and LMS-based systems, students reported better levels of cognitive involvement, emotional drive, and behavioral participation. These findings were corroborated by faculty interviews, which noted enhanced learning opportunities, more flexible teaching methods, and better attendance. Three factors—device access, internet quality, and digital literacy—are the most important determinants of student involvement, accounting for almost half of its variation, according to the statistical research. The most powerful of these was dependable internet connection, which was closely followed by personal device availability. The interaction effect demonstrated how low connectivity reduces engagement even with sufficient abilities, highlighting the vital role that infrastructure support plays. Notwithstanding these favorable results, difficulties still exist. Uneven teacher preparedness, socioeconomic inequality, and a lack of digital infrastructure prevent the full benefits of digital learning from being realized. The study\'s suggestions, however, offer a path forward for resolving these issues through governmental support, training initiatives, infrastructure development, and blended learning approaches. To sum up, digital classrooms and e-learning platforms have shown themselves to be useful resources for raising student participation in rural Sangli institutions. These resources can help close the gap between rural and urban education and guarantee inclusive, egalitarian, and stimulating learning experiences when government agencies, educational institutions, faculty, and the community work together. By offering localized data from rural Maharashtra, the study adds to the expanding body of literature and supports the idea that, with the right support, digital education may significantly improve higher education in India.

References

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Copyright

Copyright © 2025 Dr. Prasanna Ganpatrao Chavan. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.