| dc.description |
This PhD project explored whether, how and why social learning was promoted through the peer-to-peer interactions of seven farmer discussion groups (FDGs) throughout South West England. Social learning theory provided the conceptual frame for the study, building on Bandura’s original theory focused on cognitive development and self-regulation through interaction with one’s environment (in the form of behaviour modelling by role models) to incorporate metacognitive outcomes through self-reflexivity. The role of the facilitator was also explored within the context of the groups. Conducted using an ethnographic methodology, participant observation was carried out at each group’s monthly or quarterly meetings as well as semi-structured interviews with the five facilitators / coordinators and nineteen farmer participants (as well as familial partners in the business where possible). All FDGs were found to exhibit behaviour modelling in the course of their interactions and participant engagement in observational learning. This related to the element of role modelling, which was important throughout the groups as well in terms of who was modelling the behaviours and the impact that had on the observers’ attention, motivation and self-efficacy to learn (cognitively process, retain and potentially produce the behaviour) from her or him. The extent to which the various groups’ interactions promoted self-reflexivity by the participants differed, however, due to their varying engagement in critical discourse. That element was found to be highly influential in promoting metacognition, but its emergence was dependent on the different groups’ ecologies for collaborative learning supporting those norms for interaction, highlighting nuances in trust amongst groups with strong bonding social capital. The facilitators of those learning processes were found to play a vital role in supporting the groups’ ecologies to incorporate critical discourse, social learning and metacognition. The findings therefore suggest that certain elements should be present if collaborative learning processes intend to promote social learning. |
|