A growing body of work aims to understand the impacts of climate change on agriculture as well as farmer's perceptions of climate change and their likeliness to adopt adapting and mitigating behaviors. Despite this, little work has considered how intention to adopt differs from actual adoption of climate change practices in agriculture. Applying the Theory of Planned Behavior we aim to assess whether different factors affect intended versus actual adoption of climate behaviors among farmers in New Zealand. Data were collected through mixed methods (37 interviews and a telephone survey of 490 farmers) in two regions of New Zealand 2010-2012. Through multiple regression models we test hypotheses related to the Theory of Planned Behavior around the role of attitudes, subjective norms, and perceived capacity in affecting intended and actual adoption. Results suggest that there are different drivers of intended and actual adoption of climate change practices. Climate change attitudes and belief is only associated with intended not actual adoption. We find no evidence that subjective norms (climate change policy support) significantly influence either intention or actual adoption. Only perceived capacity and self-efficacy were important predictors of both Lincoln Research Centre, AgResearch Ltd., Lincoln, New Zealand intended and actual adoption. These results suggest a disconnect between intended and actual behavior change and that using data about intention as a guiding factor for program and policy design may not be prudent. Furthermore, fostering perceived capacity and self-efficacy for individuals may be crucial for encouraging both intended and actual adoption of climate adapting and mitigating behaviors.

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Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or 'new normal' mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who, worldwide, are coming under increasing scrutiny in light of poor retention, progression, and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study involved a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning -as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the 'lone wolf' preconception of distance education and to avoid the 'goulash approach' to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this need to be taken in to account when designing appropriate learning experiences and supports to ensure student success. Stories from Students in Their First Semester of Distance LearningBrown, Hughes, Keppell, Hard and Smith 2

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The Massive Open Online Course (MOOC) movement is the latest "big thing" in Open and Distance Learning (ODL). MOOCs offer both opportunities and threats that are extensively discussed in the literature, including the potential of opening up education for all at a global scale. 21On the other hand, MOOCs challenge traditional pedagogy and raise important questions about the future of campus-based education. However, in discussing these opportunities and threats the majority of the literature tends to focus on the origin of the MOOC movement in the United States (US). The specific context of Europe with its diversity of languages, cultural environments, educational policies, and regulatory frameworks differs substantially from the US context. Accordingly, this article offers a European perspective on MOOCs in order to better understand major differences in threats and opportunities across countries and continents, including the use and reuse of MOOCs for regional or global use, via European or non-European platforms. In the context of the EU funded HOME project (Higher education Online: MOOCs the European way), a research initiative was undertaken to identify opportunities and threats of the MOOC movement for European higher education institutions. Three sources of data were gathered and analysed.Opportunities and threats were categorized into two levels. The macro level comprises issues related to the higher education system, European context, historical period, and institutional concerns. The micro level covers aspects related to faculty, teachers, and courses, thus to the operational level. The main opportunities discovered were: the ECTS as a robust system for formal recognition of accomplishments in MOOCs; the trend for institutional collaboration, stimulated by EU-funded programs; and the many innovative and alternative pedagogical models used in MOOCs published in Europe. The main threats mentioned were: implementation problems of the ECTS, difficulties in bridging non/informal and formal education; and too much regulation, hindering experimentation and innovation.