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- W2609568909 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." @default.
- W2609568909 created "2017-05-05" @default.
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- W2609568909 date "2017-04-24" @default.
- W2609568909 modified "2023-10-05" @default.
- W2609568909 title "Using educational theory and research to refine agricultural extension: affordances and barriers for farmers’ learning and practice change" @default.
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- W2609568909 doi "https://doi.org/10.1080/1389224x.2017.1314861" @default.
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