Adult learning principles embodied in the paired-paddock model

Abstract

A checklist was developed to determine the extent to which different adult learning principles were embodied in the paired-paddock model used in the Triple P Program. A total of 181 producers that were involved in the Triple P Program between 1997 and 1999 completed the checklist at the end of the program. This enabled the relative strengths and weaknesses of the paired-paddock model from an adult learning perspective to be identified.

The 15 adult learning principles assessed in the checklist were all operating in the paired-paddock model to varying degrees. The adult learning principles relating to the learning environment and learning process received the highest ratings from producers. In addition, the ratings given for these adult learning experiences were significantly correlated with the change index, a measure of the degree of on-farm adoption of productive pastures by the program participants. The principles relating to the learning environment were the existence of a comfortable learning environment, which allowed effective 2-way communication enabling participants to learn from each other. Principles relating to the learning process were the active participation of producers in activities, the use of knowledge and experience within the group, and the provision of opportunity for reinforcement of information and practice of skills.

The relative weaknesses identified in the paired-paddock model from an adult learning perspective were the degree of self-directed learning done by participants, the limited involvement of participants in planning their learning experience, and the limited extent to which the program related to problem issues among the group. Despite these relative weaknesses it was concluded that the paired-paddock model embodies sound adult learning principles that assist in the delivery of quality learning outcomes for participants.