8 pages., Via online journal, This paper examines the effect of farmers' access to communication technologies (CTs) on farmers' agricultural output at the aggregate level in the People's Republic of China (P.R. China) based on panel data. The paper uses a dynamic Cobb–Douglas aggregate production function and the generalized method of moments (GMM) as estimation techniques to estimate the parameters of interests. The research findings are: the estimated effects (measured by elasticity) of teledensity on the provincial level agricultural output have been positive and statistically significant both in the short and long runs. In the long-run, the size of the effect is substantial: from 0.94 to 1.06. This implies that the agriculture sector of the P. R. China has some potentials to derive benefit from the use of CTs like telephone. Hence, the Chinese government should consider policy support to expand communication infrastructure for the farmers
20 pages, via online journal, 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.
