Using educational theory and research to refine agricultural extension: affordances and barriers for farmers' learning and practice change. Issue 4 (8th August 2017)

• Record Type: Journal Article
• Authors: Sewell, A. M.; Hartnett, M. K.; Gray, D. I.; Blair, H. T.; Kemp, P. D.; Kenyon, P. R.; Morris, S. T.; Wood, B. A.
• Is Part Of: Journal of agricultural education and extension. Volume 23:Issue 4(2017)
• Page Start: 313
• Page End: 333
• Publication Date: 2017-08-08
• Subjects: Agricultural extension -- curriculum development -- farmer learning -- practice change -- self-efficacy -- scientist–farmer partnerships -- agricultural reform; Agricultural education -- Periodicals; Agricultural extension work -- Periodicals; Agricultural education -- Europe -- Periodicals; Agricultural extension work -- Europe -- Periodicals; 630.71
• DOI: 10.1080/1389224X.2017.1314861
• Languages: English
• ISSNs: 1389-224X

Abstract

ABSTRACT: 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.