Predicting Disadvantaged Smallholder Farmers' Intention to Take Distance Learning: Evidence from China

Autor/inn/en	Yang, Lixin; Yang, Guang
Titel	Predicting Disadvantaged Smallholder Farmers' Intention to Take Distance Learning: Evidence from China
Quelle	In: Asia Pacific Education Review, 24 (2023) 3, S.399-413 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Guang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09761-w
Schlagwörter	Prediction; Disadvantaged; Agricultural Occupations; Intention; Distance Education; Foreign Countries; Agricultural Education; Knowledge Level; Cognitive Style; Individual Characteristics; Predictor Variables; China + Suchen Sie Ihr Suchwort? Vorhersage; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Distance study; Distance learning; Fernunterricht; Ausland; Education; Landwirtschaftliche Ausbildung; Ausbildung; Wissensbasis; Cognitive styles; Kognitiver Stil; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor
Abstract	Farmer education and learning have traditionally focused on developing practical farming skills and techniques. Meanwhile, studies on farmer learning and education have not adequately considered its social cognitive dimension. Hence, this study empirically examines farmers' perceptions of and interest in distance learning, involving 1284 economically disadvantaged farmers from six villages in Anhui Province, China. Through multilevel regression, this study found that learning intention, knowledge of distance learning, learning styles, and perceived usefulness account for significant unique variance in farmers' interest in undergoing distance learning. Farmer characteristics, such as age, education level, having friends/relatives taking distance learning, and income source, are also some of the predictors of farmers' interest in undergoing distance learning. The results highlight the need to differentiate preferences, motivations, cognitive styles, and socioeconomic profiles among farmers and understand how they mutually predict farmers' interest in distance learning. The findings are discussed in light of social cognitive theories and in the context of promoting e-learning and reducing rural poverty in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01