Power to the facilitated agricultural dialogue: an analysis of on-farm demonstrations as transformative learning spaces

Purpose: It remains a critical question how to support farmers todevelop towards more sustainable practices. Earlier experiencesreveal that on-farm demonstrations (OFDs) can be part of theanswer. Therefore, we investigate OFDs as potentialtransformative learning spaces.

Methodology: We apply a mixed methods approach, using anobservation tool, participant surveys and telephone interviews. We compare 15 different OFDs, divided into two groups: OFDswith and without facilitated dialogue. We investigated differencesbased on core inducing processes of transformative learning:disorienting dilemma and (self-)reflection. Additionally weinvestigated the adoption decision making process half a yearafter the OFD took place.

Findings: Participants in facilitated dialogue OFDs agreedsignificantly more on experiencing surprise, an indication ofdisorienting dilemma, and on having reflected and learned. Mostmentioned adoption barriers are a lack of relevance for thespecific situation and a need for more information. Mostmentioned suggestions indicate a request for more real lifeapplication.

Practical implications: This research indicates that OFDs withfacilitated dialogue can trigger more cognitive conflict andreflection processes of attendees, and thus support learningprocesses on (more) sustainable agricultural practices, as opposedto OFDs without deliberate dialogue facilitation.

Theoretical implications: Our study demonstrates thattransformative learning theory can inform research on agriculturallearning spaces, such as OFDs, on effective triggers to supportlearning and competencies towards more sustainable agriculture.

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