Are farmers ready to use phone-based digital tools for agronomic advice? Ex-ante user readiness assessment using the case of Rwandan banana farmers

IF 2.9 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
M. McCampbell, Julius B. Adewopo, L. Klerkx, C. Leeuwis
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引用次数: 20

Abstract

ABSTRACT Purpose Digital extension is widely embraced in African agricultural development, promising unprecedented outcomes and impact. Especially phone-based services attract attention as tools for effective and efficient agricultural extension. To date, assessments of digital extension services are generally ex-post in nature, thus consideration of users and broader systems occurs once an intervention is broadly identified. However, early understanding of user needs, readiness, and relevant context is a prerequisite for successful adoption and sustainable use of digital extension services. We conducted an ex-ante assessment of user readiness (UR) for phone-based services. Design/Methodology/Approach We developed an ex-ante framework to assess UR, considering capabilities, opportunities, and motivations of targeted users. The case study of Rwandan banana farmers served to verify the UR framework, using survey data from 690 smallholder farmers. Findings Findings demonstrate limited capacity to access and use phone-based extension services, especially those requiring a smartphone, and a mismatch between expected UR and actual UR, current capabilities and opportunities. Findings provide entry points for designing suitable digital extension projects and interventions, suggesting a need for capacity building. Practical implications The UR-framework provided understanding about current limitations in farmer readiness for digital extension. This ex-ante approach to explore UR before designing digital interventions for African farmers is recommended. It points at the importance of embedding digital technologies into existing practices and creating blends of ‘digital’ and ‘analogue’ or 'high-tech' and 'low-tech'. Theoretical implications The UR-framework provides a structured approach to developing pre-intervention insights about users and use-context, supporting informed strategizing and decision-making about digital extension. It is a relevant addition to existing readiness frameworks, participatory design methods, and ex-post intervention performance assessments, as part of a balanced readiness level assessment. Originality/Value This is the first ex-ante assessment of UR for digital extension services in an African context, and the first attempt to analyse Rwandan farmers’ readiness for digital extension services.
农民准备好使用基于电话的数字工具来获取农艺建议了吗?以卢旺达香蕉农为例进行事前用户准备情况评估
摘要目的数字推广在非洲农业发展中被广泛接受,有望取得前所未有的成果和影响。特别是基于电话的服务,作为有效和高效的农业推广工具而受到关注。迄今为止,对数字推广服务的评估通常是事后评估,因此一旦广泛确定干预措施,就会考虑用户和更广泛的系统。然而,尽早了解用户需求、准备情况和相关背景是成功采用和可持续使用数字推广服务的先决条件。我们对基于电话的服务的用户准备情况(UR)进行了事前评估。设计/方法/方法我们开发了一个事前框架来评估UR,考虑到目标用户的能力、机会和动机。卢旺达香蕉种植者的案例研究利用690名小农户的调查数据,验证了UR框架。调查结果表明,访问和使用基于电话的扩展服务的能力有限,尤其是那些需要智能手机的扩展服务,以及预期UR和实际UR、当前能力和机会之间的不匹配。研究结果为设计合适的数字推广项目和干预措施提供了切入点,表明需要进行能力建设。实际意义UR框架提供了对农民准备进行数字推广的当前限制的理解。建议在为非洲农民设计数字干预措施之前,采用这种预先探索UR的方法。它指出了将数字技术嵌入现有实践并创造“数字”和“模拟”或“高科技”和“低技术”的融合的重要性。理论含义UR框架提供了一种结构化的方法来开发关于用户和使用环境的干预前见解,支持关于数字扩展的知情战略制定和决策。它是对现有准备就绪框架、参与式设计方法和干预后绩效评估的相关补充,是平衡准备就绪水平评估的一部分。独创性/价值这是第一次在非洲背景下对数字推广服务的UR进行事前评估,也是第一次尝试分析卢旺达农民对数字化推广服务的准备情况。
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来源期刊
CiteScore
5.00
自引率
28.60%
发文量
30
期刊介绍: The Journal of Agricultural Education & Extension is published to inform experts who do or use research on agricultural education and extension about research conducted in this field worldwide. Information about this research is needed to improve policies, strategies, methods and practices for agricultural education and extension. The Journal of Agricultural Education & Extension accepts authorative and well-referenced scientific articles within the field of agricultural education and extension after a double-blind peer review process. Agricultural education and extension faces profound change, and therefore its core area of attention is moving towards communication, competence development and performance improvement for a wide variety of fields and audiences, most of which can be studied from a multi-disciplinary perspective, including: -Communication for Development- Competence Management and Development- Corporate Social Responsibility and Human Resource Development- Design and Implementation of Competence–based Education- Environmental and Natural Resource Management- Entrepreneurship and Learning- Facilitating Multiple-Stakeholder Processes- Health and Society- Innovation of Agricultural-Technical Education- Innovation Systems and Learning- Integrated Rural Development- Interdisciplinary and Social Learning- Learning, Conflict and Decision Making- Poverty Reduction- Performance Improvement- Sustainable Agricultural Production
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