Distributing and Showing Farmer Learning Videos in Bangladesh

Bentley, Jeffery W.; Mele, Paul Van; Harun-Ar-Rashid, Md.; Krupnik, Timothy J.

doi:10.1080/1389224x.2015.1026365

Cited by 21 publications

(13 citation statements)

References 15 publications

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“…Conversations with the SG 2000 extension worker revealed that rotating the videos would not be possible because of the financial constraints. Bentley et al (2015) confirm our findings where they found out that rural woman in Bangladesh were discouraged from leaving their homes or villages or making …”

Section: Influence Of Location Of Video Shows On Farmer Learningsupporting

confidence: 81%

How the timing and location of video shows influence learning among rice farmers in Uganda

Karubanga

Kibwika

Okry

et al. 2017

Int. J. Agril. Res. Innov. & Tech.

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Videos have the potential of enhancing learning among smallholder farmers. The study intended to establish whether timing and location of video shows influence learning among rice farmers in Kamwenge district, Uganda. A cross-sectional study was conducted by interviewing 48 focus group participants; 100 individual video participants and 16 key informants. Geographical Positioning System (GPS) mapping was used to establish the video catchment areas and distribution of video participants. Farmers approved the video for providing timely, useful and reliable information and bringing extension service providers closer to the farming communities. Majority (94%) of the farmers said that video provided useful information that fostered change in rice production practices and technologies. A one sample T-test indicated that the timing and location of video events are significant in influencing learning among farmers particularly by women, elderly and distant farmers. The implication is that locating video shows far away and running them late at night seriously compromised involvement by females, elderly and distant people. Thus, modalities suggested by farmers need to focus on adjusting the timing of video shows and ensuring rotational operational of videos in the respective villages or parishes purposely to reach out to the elderly, distant and women farmers.

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Section: Influence Of Location Of Video Shows On Farmer Learningsupporting

confidence: 81%

How the timing and location of video shows influence learning among rice farmers in Uganda

Karubanga

Kibwika

Okry

et al. 2017

Int. J. Agril. Res. Innov. & Tech.

View full text Add to dashboard Cite

show abstract

“…In part, this is due to the highly cost-effective leveraging of rapidly expanding digital infrastructures across Africa that ICTs can utilize (Aker, 2010;Aker & Mbiti, 2010;Bello-Bravo, Lovett, & Pittendrigh, 2015;Gakuru, Winters, & Stepman, 2009;Herselman, 2003;Hudson, Leclair, Pelletier, & Sullivan, 2017;Tata & McNamara, 2018). While there is little dispute that research has identified a tremendous potential in ICTs for delivering much-needed knowledge to agricultural actors, including to more vulnerable or marginalized populations (Aker, 2010;Bentley, Van Mele, Harun-Ar-Rashid, & Krupnik, 2016;Bertus et al, 2007), how to most effectively and appropriately deliver such information remains an open question Duncombe, 2016;Van Mele et al, 2010).…”

Section: Mobile Education For Sustainable Development ('Mobile Esd') mentioning

confidence: 99%

“…Anticipating Bentley et al (2016), who highlighted the potential of video ICT for reaching vulnerable populationsincluding women, youth, and the rural poor -Scientific Animation Without Borders (SAWBO) since 2010 has been developing and refining 'mobile ESD': an educational ICT video approach able to effectively deliver critical and scientifically grounded best-practices approaches and education for sustainable development (ESD) to diverse communities Bello-Bravo et al, 2020). Developed in collaboration with global and local expert knowledge holders on topics concerning agricultural, health, and socioeconomic challenges facing communities around the world (but especially in Africa), each mobile ESD video produced by SAWBO combines evidence-based, aesthetically appealing animated video imagery with dialectically localized audio overdubs in the intended recipients' most comfortable, everyday language (Bello-Bravo & Lutomia, 2016;Bello-Bravo, Olana, Enyadne, & Pittendrigh, 2013).…”

Section: Mobile Education For Sustainable Development ('Mobile Esd') mentioning

confidence: 99%

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Bello‐Bravo

Abbott

Mocumbe

et al. 2019

Information Technology for Development

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Securing the adoption of scalable agro-educational information and communication technology (ICT) solutions by farmers remains one of the international development community's most elusive goalsin part due to two key gaps in the data: (1) limited comparisons of competing knowledge-delivery methods, and (2) few to no follow-ups on long-term knowledge retention and solution adoption. Addressing both of these gaps, this follow-up study measures farmer knowledge retention and solution adoption two years after being trained on an improved postharvest bean storage method in northern Mozambique. The results found animated-video knowledge delivery at least as effective as a traditional extension approach for knowledge retention (97.9%) and solution adoption (89%). As animated video can more cost-effectively reach the widesteven geographically isolatedpopulations, it readily complements extension services and international development community efforts to secure knowledge transfer and recipient buy-in for innovations. Implications and future research for adult learning are also discussed. KEYWORDS Adoption and diffusion of IT and rate of uptake; development issues; scalable infrastructures for development; development Issues; sustainable development in developing and transition economies; development issues Significance statement This research demonstrates an effective and cost-efficient animated video strategy for securing longterm knowledge retention and increased solution uptake by solution recipients. At a two-year followup assessment of prior training, participant knowledge retention of the steps required for preparing and using an improved postharvest bean storage system was 97.9%, while the adoption rate for the improved storage method was 89%. Among the 104 participants, a total of 96 (92.3%) also reported telling an average 8.49 other farmers about the postharvest bean storage technique, while a total of 57 (54.8%) reported demonstrating the technique to an average 6.35 others.

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“…So far, video distribution has often been based on project support (screening videos to farmers with facilitation by extension workers and giving DVDs to farmers for own screening later) and non-project support (independent organizations, media houses, and companies). According to Bentley et al (2013), the distribution of videos needs to be improved, because simply leaving DVDs with rural advisory organizations does not always get videos to the grass-roots level. However, there is no strategic and tactical principle underlying sustainable, viable, and effective distribution mechanisms of videos, and the organizations and distributors often do as they see fit.…”

Section: Introductionmentioning

confidence: 99%

Commercial channels vs free distribution and screening of agricultural learning videos: A case study from Benin and Mali

Zoundji¹,

Okry²,

Vodouhè

et al. 2020

Ex. Agric.

Self Cite

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Abstract Farmers’ access to reliable information is crucial to improving rural livelihoods, food security, and national economies in West Africa. This paper discusses the dynamics of accessing and using agricultural learning videos from commercial channels, vs project and non-project channels in Benin and Mali. Using combinations of different models to assess the effectiveness of agricultural extension programs, the findings showed that farmers were motivated to pay for videos and watch them by themselves, without facilitation. Farmers who watched the videos through project support have also continued to watch on their own if the videos are of interest to them. Nevertheless, farmers were less motivated in the learning process when they received the Digital Video Disc (DVD) free and without support to watch them. We also found that the distribution of learning videos through commercial channels reaches more serious users and increases farmers’ self-determination for learning, and farmers are more motivated to provide feedback than viewers who receive DVDs for free or via project support, Non-Governmental Organizations (NGOs), or farmer organizations. Although buying a DVD is an individual action, they like to watch the videos in groups. After buying the DVD, about 43% of respondent borrowed DVD players and one person in five bought a DVD player to watch the videos. Efforts to promote improved technologies need to expand beyond the conventional focus on research and extension services. Support to agricultural technology dissemination must go beyond assistance to smallholder farmers and NGOs (practical implication). As the private sector has a role to play, both in making technologies available and in teaching farmers how to use them, their contribution would create space for innovation (theoretical implication). Our findings suggest that successful development intervention programs can be sell audiovisual material to farmers, who will use it proactively.

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Distributing and Showing Farmer Learning Videos in Bangladesh

Cited by 21 publications

References 15 publications

How the timing and location of video shows influence learning among rice farmers in Uganda

How the timing and location of video shows influence learning among rice farmers in Uganda

An 89% solution adoption rate at a two-year follow-up: evaluating the effectiveness of an animated agricultural video approach

Commercial channels vs free distribution and screening of agricultural learning videos: A case study from Benin and Mali

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