ABSTRACT

Purpose

It remains a critical question how to support farmers to develop towards more sustainable practices. Earlier experiences reveal that on-farm demonstrations (OFDs) can be part of the answer. Therefore, we investigate OFDs as potential transformative learning spaces.

Methodology

We apply a mixed methods approach, using an observation tool, participant surveys and telephone interviews. We compare 15 different OFDs, divided into two groups: OFDs with and without facilitated dialogue. We investigated differences based on core inducing processes of transformative learning: disorienting dilemma and (self-)reflection. Additionally we investigated the adoption decision making process half a year after the OFD took place.

Findings

Participants in facilitated dialogue OFDs agreed significantly more on experiencing surprise, an indication of disorienting dilemma, and on having reflected and learned. Most mentioned adoption barriers are a lack of relevance for the specific situation and a need for more information. Most mentioned suggestions indicate a request for more real life application.

Practical implications

This research indicates that OFDs with facilitated dialogue can trigger more cognitive conflict and reflection processes of attendees, and thus support learning processes on (more) sustainable agricultural practices, as opposed to OFDs without deliberate dialogue facilitation.

Theoretical implications

Our study demonstrates that transformative learning theory can inform research on agricultural learning spaces, such as OFDs, on effective triggers to support learning and competencies towards more sustainable agriculture.

Originality

Based on rich empirical quantitative and qualitative data we reveal that facilitated dialogue enhances learning during OFDs, but this does not seem to be a common practice.

中文翻译：

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促进农业对话的力量：将农场示范作为变革性学习空间的分析

摘要

目的

如何支持农民朝着更可持续的实践发展仍然是一个关键问题。早期的经验表明，农场示范 (OFD) 可能是答案的一部分。因此，我们将 OFD 作为潜在的变革性学习空间进行研究。

方法

我们采用混合方法，使用观察工具、参与者调查和电话采访。我们比较了 15 种不同的 OFD，分为两组：有和没有促进对话的 OFD。我们调查了基于变革性学习的核心诱导过程的差异：迷失方向的困境和（自我）反思。此外，我们在 OFD 发生半年后调查了采用决策过程。

发现

参与促进对话 OFD 的参与者在经历惊喜、迷失方向的困境的迹象以及反思和学习方面达成了更大的共识。大多数提到的采用障碍是缺乏与特定情况的相关性以及需要更多信息。大多数提到的建议表明对更多现实生活应用的要求。

实际影响

这项研究表明，与没有刻意对话促进的 OFD 相比，具有促进对话的 OFD 可以引发参与者更多的认知冲突和反思过程，从而支持关于（更多）可持续农业实践的学习过程。

理论意义

我们的研究表明，变革性学习理论可以为农业学习空间（例如 OFD）的研究提供有效触发因素，以支持学习和能力实现更可持续的农业。

独创性

基于丰富的实证定量和定性数据，我们揭示了促进对话可以增强 OFD 期间的学习，但这似乎并不常见。