Search

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection.

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning.&nbsp

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning.

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection.