Experiential Learning Modules for Teaching International Agricultural Development: How to Use These Tools and Assess Their Impact

Abstract

Experiential learning involves gaining knowledge and understanding from real-life experiences, which helps develop new theories through fresh insights. Kolb described learning as the process of creating knowledge through transforming experience. Its main idea is that challenges and experiences, followed by reflection, lead to learning and growth. An experiential learning module (ELM) is a type of simulation that replicates a real-world situation, simplified to help participants understand complex problems from their perspective. It is based specifically on Kolb’s experiential learning cycle. ELMs use pictures, videos, and voice-over presentations to create a rich, contextually relevant, vicarious learning experience for classroom learners. In this study, the main ELM developed in Haiti was based on Kolb’s learning cycle. The primary goal of the ELM was to help global agriculturalists tackle complex issues related to food insecurity in developing countries. The purpose of this paper is to explain what experiential learning modules are and how to implement them in a study abroad program. An ELM on plantain production in Haiti was used as a case example. Students completed pre- and post-reflection surveys to evaluate their initial assumptions, expectations, and knowledge about the subject, as well as what they learned. A learning assessment measured their understanding of the ELM content. By analyzing the participants’ comments, the instructional approach proved effective in providing a vicarious experience within the classroom. The results from the initial classroom use of the banana and plantain learning module, along with student reactions, offered valuable feedback that led to proposed revisions and improvements to the tool.

1. Introduction

Experiential learning involves gaining knowledge and understanding through real-life experiences that lead to new insights and perspectives (Kolb, 1984/2015). Its core idea is that challenge and experience, combined with reflection, foster learning and growth (Association for Experiential Education, n.d.). As an educational approach that emphasizes learning through direct experience, experiential learning allows students to actively engage with material both inside and outside traditional classroom settings (Weinstein, 2021). Rooted in philosophical traditions from Greece and China, the central concept is that high-quality learning experiences can stimulate curiosity, promote intellectual development, and encourage lifelong learning. Dewey’s (1938) ‘learning by doing’ theory highlighted the importance of action during the learning process. Bigonah et al. (2024) refer to this as immersive agricultural education within the context of a digital virtual experience.

Kolb (1984/2015) described learning as the process through which knowledge is created by transforming experience. In Kolb’s (1984/2015) second edition, he provides updates and reflections on his model that has been cited nearly 100,000 times. Lai et al. (2007) argued that “optimal learning occurred when people could link past experiences with new concepts they aimed to learn” (p. 326). Although many experiential learning theories have been put forward, Kolb’s experiential learning theory remains highly influential (Vince, 1998; Oxendine et al., 2004). Kolb emphasizes experience as the main driver of learning, with knowledge built through transformative reflection on personal experiences (A. C. Baker et al., 2002). Stafford et al. (2003a) found that immediate reflection on an experience led to greater impact.

Experiential learning theory features a four-stage learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. ELMs combine images, videos, and voice-over presentations to create an engaging experience for classroom learners. ELMs promote effective learning by allowing concrete experiences to lead to new observations and reflections (Omer et al., 2017; M. Baker & Robinson, 2016).

One aspect of ELM observations and reflections is that they enhance metacognitive skills, which is the ability to think about your own thinking (Magno, 2010). The capacity to plan, monitor, and evaluate one’s own mental development and learning helps individuals understand their thought patterns and processes. The learner becomes self-aware of their knowledge and uses it to address complex issues. Critical thinking happens when individuals apply their underlying metacognitive skills and strategies to increase their self-awareness of factors such as inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments.

An ELM for international agriculture aims to improve learners’ understanding, evaluation, and perception of development issues Stafford et al. (2003b). The ELM seeks to provide a vicarious classroom experience for students interested in pursuing careers in international development. Therefore, it has become essential for enhancing teaching quality and preparing students to tackle complex problems related to global food insecurity and human suffering (Quesada et al., 2020). However, designing such a curriculum remains a challenge that must be continually updated and refined based on previous experiences.

This paper aims to clarify what an experiential learning module (ELM) is and how to implement it in a classroom. It discusses ways to incorporate ELMs into courses focused on international agriculture and related issues. The paper explains how to design experiential learning activities, identifies the target audience, and recommends the best timing for using an ELM. We include a case example of an ELM on plantain production in Haiti. The results from the initial classroom where the ‘banana and plantain ELM’ was used as a teaching tool, along with students’ reactions, offer insights for refining and improving the approach. We also suggest strategies for integrating this teaching method into courses focused on international development.

1.1. What Is Experiential Learning?

Learning goes beyond grasping key concepts. More importantly, it involves developing students’ process skills by engaging them in group work to solve problems, carry out projects, participate in role plays, and conduct inquiry-based learning to understand known and unknown science concepts, issues, and phenomena (Rumjaun & Narod, 2025). Complementing Bandura’s social learning theory, experiential learning helps students unlock their “natural potential for learning” (Rogers, 1969). While experiential learning emphasizes learning through doing and direct experience, Bandura’s theory indicates that individuals can also learn by observing others’ actions and their outcomes without firsthand experience (Rumjaun & Narod, 2025). Experiential learning supports students in applying their knowledge and understanding to real-world problems or situations, with the instructor guiding the learning (Weil & McGill, 1989; Jarvis, 2010; Tomlinson & Rhiney, 2018). It can also enhance social awareness, broadening the worldview students develop through education. Additionally, it can improve practical experience through internships, apprenticeships, and co-placements. During COVID, ELMs could be especially vital resources for student growth when other forms of experiential learning might not be accessible.

Experiential learning can be a powerful way to spark new and deeper interest in the subject matter (Dewey, 1938). Jarvis (2010) believed that teachers play a role in providing the necessary experiences to foster growth and development. Reflection on these experiences is often enhanced when shared among students and teachers. Rogers (1969) asserts that experiential learning begins when the student faces a real-life problem, can solve it, and carries the experience in a way that encourages learning habits outside the classroom. Experiential learning can serve as a foundation for transformation, leading to community involvement, participatory learning, and reflection, which can result in social change (Budd et al., 2015). Teaching attitudes also need to be updated to leverage technological innovations aimed at improving and expanding educational programs.

1.2. Experiential Learning Modules (ELM)

An ELM is a type of simulation that replicates a real-world situation, simplified to improve participants’ understanding of complex problems from their perspective. We based the development of our ELMs on Kolb’s (1984/2015) experiential learning cycle. Lehane (2025) and Coleman et al. (2025) provide insight into how Kolb’s model has been used in a variety of contexts, including international settings, to facilitate learning.

Kolb’s model provides a basis for any discussion about experiential learning. Roberts (2006) posits that Kolb’s notion of active experimentation and concrete experiences are essentially the same. Taneja et al. (2022) highlight that one needs to account appropriately for learner differences. Another potential critique of Kolb’s model is the absence of authentic assessment (Klingenberg & Boffelli, 2025). Chaurasia (2017) found that “simulations permitted learners to solve real-world problems, and they offered an opportunity to test recently attained skills without risk”. Simulations can help “learners to visualize, discover, and articulate explanations for phenomena that would otherwise be difficult to observe” (p. 1).

While active learning methods engage students in thinking and problem-solving activities—including discussions, demonstrations, debates, concept questions, and feedback on their learning—experiential learning takes a step further by simulating involvement within the context of developing countries. This is achieved, for example, through the creation of custom design-implement projects, simulations, and case studies. The main reason active learning becomes ‘experiential’ is that it encourages students to act, assume the role of a professional in the situation, reflect on their outcomes, and repeat this cycle (Bertoni & Bertoni, 2020).

ELMs are simulations; computer models of real or hypothetical conditions or natural phenomena that allow users to explore the outcomes of applying or adjusting constraints within them (Leonard & Leonard, 1995). ELMs are a type of simulation that does not involve actual computation or augmented reality; instead, ELMs typically use PowerPoint presentations with sound, images, and content designed to mimic personal engagement in the real-world problem (Miller-Graff et al., 2024). ELMs can immerse students in the worlds of farmers and family members in developing-country households, enhancing the understanding of the dilemmas, constraints, and opportunities faced by participants.

An ELM combines images, videos, and voice-over presentations to create an engaging experience for students in the classroom. In the context of study, ELMs are educational materials designed to help understand the complex factors behind food insecurity and human suffering. Twenty-four ELMs around various topics were developed by graduate students during their international service-learning trip in Haiti, but we focus here on banana and plantain (Miller-Graff et al., 2024).

ELMs can be either individual or group-based. Instructors might assign students to complete an ELM alone after an introductory lecture. Alternatively, students can work in groups to follow the ELM, develop a consensus response, and then articulate and defend their strategy to the larger class. Each method offers alternatives to traditional classroom teaching.

Chaurasia (2017) argued that traditional class-based teaching often follows “a pedagogical model where learners are receivers of content and directions given by a teacher or a trainer” (p. 1). ELMs present a series of “tasks, problems, or life situations” in which a learner needs to respond (Knowles, 1990). ELMs are a form of adult learning that allows participants to take a self-directed role in the learning process. Students learn best when they need to know. They can connect new learning with past experiences and apply their knowledge to real-world situations (Blaylock & Hollandsworth, 2008).

The main goal of ELMs is to prepare global agriculturalists to address complex issues related to food insecurity in developing countries. It seeks to equip graduate students to connect theory with practice by innovating and taking risks, making decisions in uncertain situations, developing the ability to solve complex problems, collaborating across differences, improving communication skills, thinking critically, and reflecting on their learning (Dartmouth Center for the Advancement of Learning, 2017). Experiential learning enhances students’ skills and cognitive abilities (Eggers et al., 2017).

Ultimately, for ELMs to be widely adopted and effective, instructors must understand what they are getting into, how to prepare, how to motivate students, how to interpret the results, and how to assess progress. Kolb’s experiential learning cycle illustrates the development of effective learning through four stages. Concrete experiences may lead to new observations and reflections and may result in the creation of new theoretical ideas. We see ELMs as a teaching and learning tool that addresses both implementation processes and assessment concerns.

1.3. Developing and Implementing ELMs

What Is the Target Audience?

A target audience, such as agricultural students with some background and context in agricultural production, is one intended group of learners using an ELM. An ELM designed for pure social science majors, political economy, rural sociology, agricultural education, or liberal arts students might require additional technical explanation and support. ELMs are created and used within the framework of a specific course and learning objective.

1.4. ELM as a Course Feature

One way to use an ELM is in a course focused on international agricultural development, food security, or hunger. Lectures can offer a broader perspective on demographic trends in developing countries, threats to food security, and how technology transforms agriculture. The ELM might help students understand the challenges farmers face in food production. Specifically, the module would describe the value chain for plantain and banana production in Haiti, the threats posed by pests, plant diseases, and weather, and the strategies Haitians use to cope.1

1.5. Objectives of the Experience

An instructional model or plan for teaching students featuring an ELM is proposed, utilizing a systematic approach (see Appendix A). The goal is to provide a rich, contextual, vicarious learning experience for classroom learners. The plan mainly includes a pre-reflection stage, followed by viewing the ELM, then a post-reflection stage and a discussion. A learning assessment is being developed to help learners evaluate their understanding of how much they have learned. The pre-reflection, post-reflection stages, and the learning assessment are available upon request from the authors.

Transformative learning is intended to emerge through the student’s understanding of the cycle of planting, tending, disease management, harvesting, and replanting. Fostering awareness and insight into banana and plantain production in Haiti and more broadly in the developing world is the primary educational goal of the ELM. In turn, the ELM implementation process is a research focus, as the goal is to identify the best ways to clarify the outcomes of an ELM experience and measure its impacts.

1.6. Optimal Point for Students to Use an ELM

The timing of ELMs as a teaching tool can vary depending on the course content, the instructor’s goals, and the students’ abilities (Wurdinger & Carlson, 2010). ELMs are probably not used as an introductory activity in a course, but they could be. It can be argued that ELMs have the greatest impact on student learning when they are used as a capstone activity, such as a final presentation, reading, or lecture on international agricultural development. The ELMs might serve as a way to consolidate and clarify learning on a topic, sparking students’ interest in further exploration and experience related to the subject.

The timing of the ELM also depends on the number of ELMs used in the course. Multiple ELMs focused on international agricultural development would be spaced out throughout related course segments. Another course that only has a segment on global agriculture and food issues might incorporate an ELM as a consolidating learning activity, as described above.

1.7. Reflection and Experiential Learning

Reflection is “intentional consideration of an experience in light of particular learning objectives”, which promotes personal growth (Hatcher & Bringle, 1997, p. 153). Not all experiences lead to learning, aligning with Dewey (1933), who argued that experiences often cause controversy when not reflected upon (Moon, 2013).

Kolb (1984/2015) and Glenn and Nelson (1988) emphasized that after experiencing something, key perceptions develop, and when carefully analyzed, generalizations can be made, which may influence future actions. Sheckley et al. (1993) argued that if students do not reflect on their learning experiences, they may become biased, hold presuppositions, and develop stereotyping, which can lead to inaction.

Practical reflection activities are most successful when they connect ELM experiences to learning objectives with guidance, enabling meaningful feedback and assessment. Structured class discussions should be designed to integrate the learning experience into the course. This helps students relate coursework to real life more clearly, thereby enhancing their learning process. Reflection is a vital step in which ELM students must think deeply to strengthen their critical thinking in international development, community development, and civic engagement.

1.8. An Example: Plantain Production in Haiti

Plantain is a starchy, low-sugar cooking banana, one of several banana varieties in the genus Musa whose fruits are generally not suitable for eating raw. The ELM example discussed here was developed during a group visit to Haiti, where the senior author, as a French-speaking graduate student, engaged with the technical literature on plantain production, drew from personal experience as an extension officer in Mauritius, and considered the interests and needs of undergraduate students.

1.9. Experiential Learning Activity Design and Implementation

1.9.1. Learning Flow

In this study, we developed an ELM learning flow to support instruction on international agricultural development based on experiential learning procedures across the following stages. The steps taken to build the ELMs are described below to help understand what the developers of ELMs have experienced and what it means for the students studying them in turn.

1.9.2. Concrete Experience

The developers of the ELMs immersed themselves in the political, social, and cultural environment, gaining practical experience within the context. To accurately and efficiently capture features of various agricultural enterprises and preserve data, students used mobile phones and cameras to photograph. The cameras could quickly record visual information and compile it to capture authentic and complex phenomena. These images helped students recall information learned in the environment and were also used in the ELMs.

1.9.3. Group Discussion and Reflective Observation

During this stage, students shared information and perspectives while developing their ELMs in a group setting. Feedback from peers and group discussions helped improve and clarify the initial drafts of the ELMs. It was a time for sharing observations, reactions, and feelings about the experience.

1.9.4. Abstract Conceptualization and Comparison

This stage examined the problems and identified the factors causing them while considering how the context influenced the situation. Students shared their ELMS to gain deeper insights than in the previous stage, and they reviewed and refined their modules based on these insights. If students needed background information, they could access online learning resources. They were also encouraged to compare the situation they identified with a similar situation they had experienced or encountered in the past.

The goal of the comparison and question-asking stages was to help students reflect on and reorganize their mental frameworks to gain a clearer and deeper understanding of concepts. The purpose of this stage was to support students in organizing the knowledge acquired throughout the field trip learning activity and to encourage them to develop concepts.

1.9.5. Active Experimentation

This stage guided students in developing solutions based on their reflective observation and their deductions or theories (abstract conceptualization). The challenge was to provide solutions that are tailored to local conditions and compatible with the cultural and social environment. The students’ level of experience in their discipline was considered to ensure feasible solutions. The difficult conditions in Haiti made issues related to food security and human suffering even more complex.

1.9.6. The ELM Classroom Resource

After exploring the Kolb’s cycle learning style in developing ELMs, students were encouraged to review their findings, field observations, theorizing, and the solutions they proposed. With additional information, we engaged in new experiences followed by reflection, creating an ongoing learning process. Once final conclusions were reached, we compiled the final report as a PowerPoint presentation. Throughout this process, we referenced our photographs, recorded vocal questions, and observation notes. The primary goal was knowledge creation through experiential learning.

2. Method

2.1. Tools to Assess ELM Impacts

Bertoni and Bertoni (2020) describe the templates that engineering students use to compile lessons learned from a project. These records offer a valuable way to share experiential knowledge across time and space. Burns et al. (1990) criticized the lack of comprehensive research on the learning effectiveness of experiential methods. Their main concerns focus on issues of “validity”: internal validity or changes within students in classroom settings, external validity or the ability to apply learning effects outside the classroom, and transfer-internalization validity or the lasting impact of the simulation experience on the student’s career (Eriksson et al., 1997; Gosen & Washbush, 2004, p. 271; Feinstein & Cannon, 2014). Ideally, ELM assessments should use an experimental design with pre-tests and random assignment to treatment groups (Campbell & Stanley, 1963).

While experiential learning programs can take place in various settings, such as outdoor environments and virtual spaces, they often challenge traditional assessment methods because measuring the value of experiences can be difficult (Weinstein, 2021). Common assessment tools include paper-and-pencil forms that provide both qualitative and quantitative ratings of the ELM experience. Some methods use theoretical dimensions of learning and impact to justify and shape the assessment criteria. These assessments also help modify the content and delivery of an ELM, addressing issues that are unbalanced, tiresome for students, or too technical for their understanding.

2.2. Online Assessment

Online versions of these assessments provide convenient ways to consistently gather data, accommodate students who are absent during assessments, or save class time for instruction. Comments and questions about the ELMs can be more easily collected and addressed through a web-based format. After completing the ELMs, learners are encouraged to take a survey to evaluate the experiential learning modules, which focus on their perceptions of personal impact and change and are accessible via a link. A key advantage of online assessment is the quick availability of statistical and thematic summaries once data collection is finished (Qualtrics, 2020, Provo, UT, USA).

An instructional model for teaching ELMs was developed for the graduate Rural Sociology course at Auburn University during the Fall 2017 and Fall 2018 semesters. It included students from various majors, such as rural sociology and agricultural science with a focus on international development and political economy. The students’ diverse educational backgrounds provided a solid foundation for teaching the ELM, helping achieve the set objectives.

The instructions were given through the Canvas course management tool. Students were asked to complete a pre-reflection survey, then study the ELM on plantain. A class discussion was held to promote in-depth analysis, followed by a post-reflection study and a learning assessment survey to gauge their understanding after completing the exercise. A total of 48 students participated in the exercise as part of the course requirements.

2.3. Positionality

The senior author is a Mauritian citizen and a senior agricultural extension officer. He possesses extensive knowledge of the technical aspects of banana and plantain production, as well as potential bias that may derive from a country with a more advanced operational level of the crop. The coauthors are American academics of Caucasian descent with substantial experience in Haiti and other developing countries. Their perspectives are naturally shaped by their upbringing and the U.S. institutional environment.

3. Findings

3.1. Pre-Reflection Surveys

These were the findings from the pre-reflection surveys, which asked four general questions to evaluate students’ perceptions of the case study from their own perspective and their understanding of the subject matter (Table 1). The survey showed that most students were unfamiliar with the topic and had limited knowledge about Haiti. When asked, “How much do you know about Haiti?”, 35 students responded that they knew very little, 12 knew some, and only one knew a lot.

Table 1. Thematic Analysis of Responses from Pre-Reflection Survey.

Thematic Analysis	Themes
What are some challenges and problems the country is facing?
Poverty, Food scarcity, Lack infrastructure, Medicare, Sanitary measures Deforestation, Resource depletion, Lack of arable land Natural disasters and calamities, slow recovery Political instability, Inflation, Job shortages, Overpopulation, corruption Largest textile waste in the world	Poverty and Food insecure, Infrastructure, Medicare and Sanitation Unsustainable practices Natural calamities Political policies Environmental problems
How is plantain and banana production important for Haiti?
Staple food, Vital for food security, Source of income, Financial livelihoods, Exportation	Food security Economy—local and national
Have you heard of plant disease black sigatoka?
Yes (4), No (42) and Maybe (2)	Large majority unaware
What do you expect to find out from the ELM on Plantain in Haiti?
Haitian agriculture, Impact of BSD on food security and daily lives, Hunger alleviations solutions, how government affects food shortages Socio-economic and political factors affecting productions, Disease control, Agronomic practices Impact of BSD on economy, trade, profitability, export, The marketing channel and its problems, Ways plantain are consumed	General knowledge Food security issues Structural problems Agronomic and Control measures Economy and Trade Supply chain and Marketing Cultural relativism

The thematic analysis showed strong reflection and understanding from the exercises. The students examined a wide range of socio-economic, cultural, political, educational, and environmental issues. The pre-reflection indicated a lack of knowledge about the ELM in plantain.

3.2. Post Reflection Survey

The post-reflection survey was created to assess changes in knowledge, perception, and mindset (Tan et al., 2024). The survey (Table 2) indicated a high level of initiative beyond the ELM materials and reflexivity regarding the subject matter. Most students actively sought additional information related to the problems, issues, and potential solutions related to food security and plantain production. Clear and precise instructions were essential to guide students toward successfully completing the ELM. They provided the necessary steps for the learning process, which students completed individually.

Table 2. Thematic Analysis of Responses from Post-Reflection Survey.

Thematic Analysis	Themes
What are the main points you learned about Haiti from the ELM?
Poverty level very high Agriculturally based, Plantain main source of staple food, Impact of BSD on plantain, Effects of climate change Lack information and scientific study Poor communication among farmers, very poor extension services Farmers spatially dispersed Depends heavily on food importations	Poverty Food security Climate Poor research Communication network Isolation Import dependency
How did the ELMs affect your thoughts and feelings about Haiti?
Need for education and extension programs Developing more on my background about the country, want to help Awareness of food security issues Seen unfamiliar parts of Haiti Glad to see efforts by technicians in Haiti for solving the problem Did not change my thoughts or feelings but have more questions	Farmer education Self-development, Global and responsible mind-set, community building Self-development Self-development Responsible mind-set Self-development
The main conclusions you draw about plantation production on Haiti?
Dissemination of information vital, lack of educational resources and demonstrations, collaboration among farmers Production could increase with farmers education Plantain is main staple food, vital for livelihoods, linked to food security, part of Haitian culture Source of income Require international assistance for solving the problem of BSD, lack of resources, Farmers dispersed regionally	Extension service and education of farmers Food security Financial livelihoods Dependency on foreign aid Isolation of farmers
How do you think the situation in Haiti affects what happens in the U.S?
Immigration to U.S. for survival Affects the balance trade with U.S., Haitian dependency on external supply of food, import and export affected. More dependency on donor support Haitian farmers are undercut when Haiti buys American products at lower costs	Immigration problems Economic impact and Trade deficits (Minor economic impact for U.S.) Food aid (Major impact on economy of U.S.) Unfair trade

3.3. Learning Assessment of ELMs

The learning assessment provided an overall evaluation of students’ understanding of the learning objectives. Table 3 summarizes these observations.

Table 3. Thematic Analysis for the Learning Assessment from the ELM.

Thematic Analysis	Themes
Why is there food insecurity where the soil is very fertile in Haiti?
Deforestation leading to soil erosion of top soil The presence of the fungal disease BSD. Lack of education, information on BSD, disease unattended, poor farming knowledge and practices Lack of finance, resources, pesticides, agricultural technology. Inability to buy agricultural inputs Poor government assistance, no extension services and research Poor marketing Natural calamities, Climate change	Unsustainable practices Climatic conditions Lack of education Financial constraints and Poverty Extension and research inadequate Marketing channels Climatic conditions
Is it possible to control the Black Sigatoka disease with the limited resources available in the country?
Yes. educating farmers, dissemination of information, adopting new innovations, improve sustainable agronomic management practices, biological control, set up extension service programs, Yes, Area-wide management, cooperation among farmers, collaboration among farmers Yes. With financial support for purchase of agricultural inputs Yes. Natural cycle of evolution of the disease No.	Extension program, education, innovations and adoption of technology Large-scale with collaboration Donations and aids from international organizations. Natural cycle of the disease Poor resources
Why do certain fields have lower incidences of the Black Sigatoka disease than others?
Certain field are isolated, topography, elevation of fields Air borne disease, climatic conditions, environmental factors (wet and dry areas), humidity Types of varieties Different agronomic practices, rotation of crops, lack of sanitations, proper drainage systems in field, proper plant density, weed control	Geographical location Environmental conditions Resistance to disease Management practices
To what extent has climate change contributed towards the proliferation of the disease in Haiti?
Temperature and rainfall (change outside normal pattern), Heavy rainfall and tropical climate temperatures, longer rainy season, warmer weather conditions. Deforestation	General knowledge Major cause
How challenging to get all farmers to participate in integrated control of the disease
Extremely challenging, remote locations Lack of infrastructure and communication No extension support, no government supports Need extension service, Lack of knowledge. Lack of organization Need an entire group of farmers to make a change Financial support Cultural difference between planter and extension agent Skeptical nature of farmers, cultural barrier Sustained effort and community-based research	Isolation Poor communication Poor government policies Mind-set Financial resources Adoption rate Community based research
What are the roles of extension services in supporting plantain growers in improving and managing their crops and its impact on the community?
Vital to education and support services. The only problem here is the cost. Help the farmer through education, demonstrations on good management practices. Consultation with farmers and teach them the best practices for managing their crops. Allow farmers to be more efficient, more competitive, better return on investment. Improve crop productivity through more sustainable measures. Finding suitable control measures, on safe and effective pesticides. Motivate farmers, team work, holistic approach to control the disease. dissemination of information. Education on the disease, training, identification, its impact, for efficient control. Communication channels, dissemination of relevant research work. Pest and disease management to ensure food security. Help the farmers increase their knowledge without imposing on their way of life.

4. Conclusions, Implications, and Recommendations

The ELM presented here summarizes the history and context of Haiti into 14 to 15 slides, narrated through the experiences and insights of the student-developers during their week in Haiti. This prompts the question of how much the ELM can teach students without fostering skepticism about the volume of information recorded and transcribed through rigorous research.

Looking back, certain improvements are necessary to increase the ELM’s relevance and effectiveness as a teaching tool. The pre-reflection exercise should be supplemented with readings on relevant topics to expand students’ general knowledge of the country, socio-economic conditions, and the subject matter before they analyze the ELMs. Providing additional information would help them better understand the ELMs and result in more comprehensive and insightful reflexivity.

Bananas and plantains are vital to life in Haiti, but they only form one part of understanding the larger systems of hunger and nutrition. Other crops may have different dynamics within a country’s food system. Soil and water issues affect all crops and more broadly connect to community development processes. Studying a single ELM may not be enough to fully understand the “multiple realities” (Schutz, 1967) behind the causes and issues of food insecurity and human suffering in Haiti. We suggest that students examine at least three ELMs of their choice from the nine listed ELMs and share the key features of their findings, along with additional research. Such an approach could enhance the development of metacognitive skills and promote the personal growth expected from the reflective stage of an ELM.

Since studying and reflecting on the ELMs remain individual processes, group tasks or work are not suitable alternatives. However, group discussions on common themes could enhance the explanatory aspect of the study by encouraging the exchange of ideas and insights. Group presentations could also include the nine selected ELMs, broadening the scope of educational content. More ELMs should be implemented and evaluated to better understand how these tools influence student curiosity, interest, awareness, and consideration of the realities of a developing country like Haiti.

The effectiveness of delivering the experience at the classroom level relies on continuous evaluation of instructional methods. Feedback from students helps refine tools and enhance experiential learning. Ultimately, if ELMs are to be widely adopted and have a meaningful impact, instructors need to understand what they are engaging with, what they must do to prepare, and how to prepare, engage, and motivate students. The instructor should have a clear understanding of how to interpret outcomes and assess changes.

The assessment of the ELM is a repeated process, with modifications and refinements made after each classroom use. This allows for evaluating the ELM to enhance both content and teaching methods. The adaptable delivery approach suggested here relies on a cumulative process of adding new information and responding to participant feedback about the tool. Similar programs can offer real-world experiences for agricultural specialists, providing hands-on learning that links theory to practice.

4.1. Implications for Practice

This study showed that teaching ELMs effectively creates a simulated classroom experience. It can be viewed as an alternative method that, while not replicating a real-life experience, still provides a vivid classroom setting when addressing agricultural development issues in impoverished developing countries. Additionally, this approach also prepares future agriculturalists to offer solutions in complex situations in the developing world. An ELM is ideally the next best option to actually walking through plantain orchards and talking to farmers.

Developments of ELMs encounter many options for selecting topic, modality, and content. Keeping the Kolb cycle in mind regarding the type of personal change and learning this experience aims to promote is a key focus of this study. The interests and abilities of the target classroom audience are also crucial in shaping the approach—college students may respond differently and have varying potential for transformative experiences compared to eighth-graders.

The instructor’s technical skills and the availability of support expertise also influence the development and use of ELMs. Computer proficiency and effective use of software, along with the complexities of some interfaces, guide the choice of approaches for creating and applying ELMs. Advances in computer technology should make classroom use of ELMs easier and open up many new opportunities for ELM developers.

4.2. Limitations

We present a case study of one ELM in a single country, on a single farm enterprise, using students in a single curriculum. The ubiquity of bananas and plantains in the U.S. student diet provides an initial draw for intrinsic interest and motivation among students participating in an ELM. Other crops or production techniques may be more interesting to students in production agriculture. Still, a banana and plantain ELM may be more broadly implementable in other curricula where students lack farm experience in their backgrounds or programs of instruction.

While the ability to generalize from this case alone is limited, as a case study, it is valuable for inspiring the development of similar tools in other countries and across different curricula. The insights and understanding gained from this case help clarify the approach that other instructors or teams might adopt to develop other ELMs or to incorporate one like this into their instructional programs. It is a case study that elucidates an emblematic process for deeper learning about international agriculture.

4.3. Future Research

Instructional design is rapidly changing as advances in Artificial Intelligence and other tools create new opportunities for instructors and those supporting their efforts (Hodell, 2025). It will be important to clarify the methods and approaches that enhance learning experiences and influence students. Comparing control groups of students using different methods on the same topic with traditional teaching techniques would increase the rigor of this research.

Future research should take a more targeted approach to evaluate whether metacognitive skills develop through an ELM experience. It is also crucial to enhance the coordination of pre- and post-questions to better measure the knowledge gained. The research will benefit from a clearer and more rigorous method of understanding how integrating an ELM in a course leads to changes in knowledge, skills, awareness, or other learning and action-related outcomes.