Madushanka, L.S. (author), Weerasinghe, K.S. (author), Weerakkody, W.J.S.K. (author), and Department of Plantation Management, Faculty of Agriculture and Plantation Management, Wayamba University of Sri Lanka, Makandura, Gonawila (NWP), Sri Lanka
ICT Center, Wayamba University of Sri Lanka, Makandura, Gonawila (NWP), Sri Lanka
Format:
Conference paper
Publication Date:
2017-01-23
Published:
Sri Lanka: Institute of Electrical and Electronics Engineers Inc.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 162 Document Number: D08140
Notes:
16th International Conference on Advances in ICT for Emerging Regions, ICTer 2016; Jetwing BlueNegombo; Sri Lanka; 1 September 2016 through 3 September 2016; Category numberCFP1686L-ART; Code 126111. Article number 7829902, pp. 80-86
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.
