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Citation
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Sewell AM, Hartnett MK, Gray DI, Blair HT, Kemp PD, Kenyon PR, Morris ST, Wood BA. J. Agric. Educ. Extens. 2017; 23(4): 313-333. |
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Abstract
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PURPOSE: To examine the factors that support and hinder farmers' learning and to investigate the impact of an innovative learning program on farmers' practice change.
DESIGN/METHODOLOGY/APPROACH: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
FINDINGS: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system's integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.Originality: To date, little empirical research about the affordances and barriers for pastoral farmers' learning has been based on contemporary educational research.
Language: en |