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2. Using educational theory and research to refine agricultural extension: affordances and barriers for farmers’ learning and practice change
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Sewell, A.M. (author), Hartnett, M.K. (author), Gray, D.I. (author), Blair, H.T. (author), Kemp, P.D. (author), Kenyon, P.R. (author), Morris, S.T. (author), Wood, B.A. (author), and Massey University
- Format:
- Online journal article
- Publication Date:
- 2017-04-24
- Published:
- New Zealand: Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10968
- Journal Title:
- The Journal of Agricultural Education and Extension
- Journal Title Details:
- 23(4) : 313-333
- Notes:
- 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.