Distance education and eLearning
for sustainable agriculture: lessons learned
Robert T. Raab and Buenafe R. Abdon
There is no doubt that the agricultural sector, no less than any
other, is facing a range of old and new challenges as a result of
today’s economic and environmental pressures. Key among
these are population growth, increased market complexity,
continuing economic inequality, and the need to raise produc-
tivity without adversely endangering the natural resource base
(McCalla 2001).
A growing global population means that agriculture will
need to produce enough food to feed an expected two billion
additional people by 2025 and this additional production must
be achieved with less natural resources. Compounding these
problems is the changing economic nature of agriculture, with
increased commercialization, sophistication, and globalization.
There is a growing consensus that learning will be a major
factor to help agriculture and agricultural producers success-
fully deal with these challenges. “Knowledge—and related
information, skills, technologies, and attitudes—will play a key
role in the sustainable intensification of agriculture and suc-
cess of rural development investments,” stated Alex et al
(2002).
Getting the essential knowledge to those who need it
most remains difficult and expensive, but much optimism has
been generated as a result of the increased growth and sophis-
tication of new electronic information services—even in re-
mote rural areas. Information and communication technolo-
gies (ICTs), and such specialized ICT applications as
eLearning, are offering new options to deliver knowledge and
information to farmers directly and indirectly through knowl-
edge intermediaries.
eLearning is one form of distance learning, a type of
educational situation in which the instructor and students are
separated by time, location, or both. eLearning typically in-
volves the use of the Internet to access learning materials; in-
teract with the content, instructor, and other learners; and ob-
tain support during the learning process in order to acquire
knowledge, construct personal meaning, and grow from the
learning experience.
Proponents make several convincing arguments about
the power and potential of eLearning. eLearning provides learn-
ing opportunities in subjects not offered locally or where local
offerings lack quality. It is ideally suited for individuals who
lack time for classroom courses. Perhaps most importantly,
participating in an online class gives students the skills required
for lifelong learning.
Although eLearning is still in its infancy, particularly in
developing countries, some experience has been gained. Be-
low, we will look briefly at where and how eLearning is being
574 Rice is life: scientific perspectives for the 21st century
applied in agriculture and continue on to examine some of the
lessons learned.
Applications of digital technologies to agricultural learning
eLearning and digital technologies are increasingly influenc-
ing and enriching all forms of agricultural education. This is
most apparent in informal and formal education, but with ten-
tative pilot applications in nonformal education as well.
Traditional means of informal education and learning in
agriculture, based on knowledge and skills being passed be-
tween generations and between community members, are be-
coming much less effective. This is a result of several factors,
such as fewer experts in rural areas, agricultural innovations
are increasingly coming from outside the community, fewer
traditional courses are being offered, and much information is
time-sensitive and/or needed quickly (Agriculture and Agri-
Food Canada 2003). Comprehensive and growing reposito-
ries of online agricultural information provide a powerful means
of overcoming these constraints and allow the independent
learner to delve deeply into a myriad of subjects with the click
of a mouse.
Formal education has long been limited by geography,
high cost, and lack of access by particular groups; as a result,
eLearning and associated technologies are increasingly being
used to overcome these obstacles. This trend is most promi-
nent in higher education in developed countries and recent fig-
ures show that 80% of the top U.S. and European universities
will offer global courses in 2004, with many of these offerings
related to agriculture.
While informal and formal education are certainly im-
portant for the future of agriculture, nonformal education is
arguably the most critical. There is now almost too much in-
formation available online for informal learning and taking
full advantage of these resources requires special skills to lo-
cate and evaluate. Agricultural knowledge acquired through
formal education is soon outdated and obsolete. Properly con-
ceived and developed, nonformal eLearning can substantially
complement formal and informal efforts and provide up-to-
date and relevant agricultural knowledge.
Lessons
Although schools and other providers of education first began
experimenting with online education only just over a decade
ago, much has already been learned. Below, some key lessons
are listed and discussed.
eLearning works
Recent studies have shown that some 50% of North American
farmers take advantage of the informal educational opportuni-
ties available through the Internet through such services as e-
mail (85%), searching information on agricultural products and
services (78%), and news on agriculture (77%). Although these
opportunities are not yet as prevalent in developing countries,
evidence is clear that developing-country farmers and agricul-
tural professionals are equally eager to learn in this way. The
success of www.agriwatch.com and the ITC company’s
eChoupal project (www.digitaldividend.org/case/
case_echoupal.htm) provides convincing evidence of this.
The best eLearning courses are characterized by incor-
porating substantial interaction, are student-centered and
constructivist, provide learner support, and use an integrated
technology environment. Several studies have shown that learn-
ing outcomes associated with formal and nonformal eLearning
are equal to the outcomes of traditional training courses given
similar content and good instructional design.
Experience also shows that, even in developing coun-
tries, properly designed and delivered online courses are ef-
fective and in demand. For example, over a period of three
years, the agLe@rn program of the Asia Pacific Regional Tech-
nology Centre (APRTC) provided some 900 learning oppor-
tunities for agricultural professionals in 20 Asian and 17 Afri-
can countries. A survey showed that alumni appreciated the
knowledge they gained, were excited about their new abilities
to network with peers around the world, and were better pre-
pared to take advantage of digital learning resources. Perhaps
most importantly, they were actively sharing their newly gained
knowledge with students, colleagues, and farmers (Raab and
Abdon 2003).
Rate of application and adoption
of eLearning approaches
The majority of eLearning-related initiatives to date in both
developed and developing countries have been in the area of
online publishing of information as resources for informal learn-
ing. Almost all research and development organizations now
routinely publish their findings and studies in electronic form
and make these documents available through the Internet.
Although aggregated data are not available on formal ag-
riculture-related courses, it is clear that more and more univer-
sities and schools in developed countries are offering online
learning opportunities. For example, the number of students
taking online courses in the United States grew at more than
25% from 1999 to 2002 and some sectors of higher education
expect an annual growth rate exceeding 25% in online learners
over the next few years (Allen and Seaman 2003). Developing
countries lag seriously behind in this area as a result of high
initial costs and lack of access to information, training, infra-
structure, and resources (UNDP 2001).
Nonformal educational opportunities for agriculturalists
are virtually nonexistent in developing countries and, although
some are available, they are not widely taken advantage of in
developed countries. In developed countries, the main factors
behind this slow adoption have been identified as a lack of
opinion leaders who can provide expert, trusted advice about
online learning and perceptions that
O eLearning has uncertain or unproven benefits
O Internet and computer access are not sufficient
O Online interactions are insecure and not confidential
O Advanced computer skills are required
O The cost is high in relation to benefits (Agriculture
and Agri-Food Canada 2003)
These concerns are no doubt shared by farmers and ag-
ricultural professionals in developing countries, who also have
to deal with more serious cost, computer literacy, and connec-
tivity limitations, in addition to language and literacy con-
straints.
The most appropriate targets for eLearning
in support of agriculture
While no one questions that the priority target for knowledge
development efforts must ultimately be agricultural produc-
ers, reaching this group remains problematic because of a range
of cultural and technological constraints. It appears, however,
that these constraints are much less serious among rural knowl-
edge intermediaries, the many individuals employed by gov-
ernment extension systems, nongovernment organizations,
academia, and the private sector, who have the responsibility
to provide information and educational opportunities for farm-
ers. It is also apparent that these individuals are effective in
knowledge transfer and are at least as much in need of new
knowledge and information as the clients they serve.
Sustainability of eLearning efforts
is a major problem
Experience is showing that only a limited number of eLearning-
related initiatives are economically sustainable, with the ex-
ception of some informal learning resources. Farmers, in de-
veloped and developing countries, with sufficient financial
resources are willing to pay for various kinds of market infor-
mation if they feel it can be used to improve profits. Students
(or their parents) will pay for online learning leading to a for-
mal degree or certification if convinced it will result in better
employment opportunities or a bigger paycheck. It is much
more difficult to convince a learner to pay for a nonformal
course for which the personal financial benefits are not clear
or for which the major beneficiaries may well be others.
Progress will depend on long-term, public-sector,
and/or donor support
The majority of eLearning initiatives, in both developed and
developing countries, are now supported through government
grants or research and development money and are generally
not independently sustainable once the funding runs out. Given
the current situation and the newness of this approach, it is
probably not realistic to expect most initiatives to survive with-
out continued public funding except in a very few informal
learning niche markets.
Session 20: Improving rice productivity through IT 575
 However, the continued involvement of the public sec-
tor may well be in society’s best interest. If learning is avail-
able only to the elite few who can afford it, there is consider-
able danger that the divide between the rich and poor will not
only remain but grow. Winrock (2003) cautions that while, in
general, reliance on the private sector is good, “information
and access to it closely resemble a public good threatened with
undersupply by market failures.” In cash-strapped developing
countries, donor support as well will be critical.
References
Agriculture and Agri-Food Canada. 2003. An overview of e-Learn-
ing in Canadian agriculture and Agri-business. www.agr.gc.ca/
ren/serv/elearn_e.cfm.
Alex G, Zijp W, Byerlee D, et al. 2002. Rural extension and advisory
services: new directions. Rural Development Strategy Back-
ground Paper #9. Washington, D.C. (USA): Agriculture and
Rural Development Department, World Bank.
www.worldbank.org/wbi/sdruralpoverty/ag_extension1/Mate-
rials/additional/Rural_extension.pdf.
Allen IE, Seaman J. 2003. Sizing the opportunity: the quality and
extent of online education in the United States, 2002 and 2003.
Sloan-C, The Sloan Consortium. www.sloan-c.org/resources/
sizing_opportunity.pdf.
The Rice Knowledge Bank
Mark Bell and David Shires
The fast and effective transfer of research findings to farmers
has always been one of the biggest challenges facing those in
agricultural development. All too often, new knowledge is suc-
cessfully developed and validated, only to fail in reaching those
who need it most—the farmers. Into this gap between research
and impact has stepped the International Rice Research
Institute’s (IRRI) Rice Knowledge Bank (RKB). Not only is it
one of the world’s first digital extension services for those who
provide information and support for farmers, it is also the first
comprehensive, digital rice-production library containing a
wealth of information for rice-related training and extension.
More importantly, it provides this service using a format that
sets a new standard for knowledge access within the agricul-
tural development community. Containing the most up-to-date
and validated knowledge, the RKB is providing government
extension services, nongovernment organizations (NGOs), and
universities with unprecedented access to training and support
knowledge.
First and foremost, IRRI is a rice science research insti-
tute. However, IRRI’s founders knew that, to get research find-
ings out of the laboratory and into farmers’ fields, there had to
be an education component. Over the past 40 years, IRRI has
used a variety of instructional methodologies and technolo-
gies to satisfy its education mandate. Printed materials, photo-
576 Rice is life: scientific perspectives for the 21st century
McCalla AF. 2001. Challenges to world agriculture in the 21st cen-
tury. Agricultural and Resource Economics Update. Univer-
sity of California, Davis. www.agecon.ucdavis.edu/outreach/
areupdatepdfs/UpdateV4N3/spring2001.pdf.
Raab R, Abdon BR. 2003. Assessment and use of agLe@rn Knowl-
edge and course materials. Bangkok (Thailand): APRTC.
www.aprtc.org/for_alumni/multiplier.htm.
UNDP (United Nations Development Programme). 2001. Human
development report 2001: making new technologies work for
human development. Published by Oxford University Press,
Inc., New York City. Retrieved 1 October 2001 from
www.undp.org/hdr2001/.
Winrock. 2003. Future directions in agriculture and information and
communication technologies (ICTs) at USAID. Prepared for
USAID/Economic Growth, Agriculture, and Trade/Agricul-
ture and Food Security. Retrieved 30 August 2003 from
www.dot-com-alliance.org/documents/AG_ICT_USAID.pdf.
Notes
Authors’ address: Sustainable Development eLearning Network, e-
mail: rraab@sdlearn.net.
graphic slide–audio tape modules, instructional video, early
attempts at computer-aided instruction, video-conferencing,
and information presented on CD-ROM have all supported
face-to-face classroom instruction both at IRRI headquarters
and in country training programs. Now, IRRI is developing
and adding another set of tools to better serve its education
mandate: those that are collectively known as information and
communication technologies (ICT), which include distance-
learning methodologies and use of the Internet.
IRRI has moved to harness the power of ICT by care-
fully matching the new media’s capabilities to the needs of
rice-related training to bring relevant knowledge, in the most
useful form, to field officers when and where they need that
knowledge. The RKB has received critical acclaim (for ex-
ample, BBC Earth Report, September 2004—the “Further read-
ings” section provides more reviews of the RKB) as a tool to
distill, store, and provide access to the vast array of IRRI’s
training and support knowledge for rice science and exten-
sion.
Rationale for the RKB
Ask any farmers what they perceive as their major needs and
you will probably be told three things: access to credit, a good