Transfer of Learning from Educational Television: When and Why Does It Occur?

Autor/in	Fisch, Shalom M.
Titel	Transfer of Learning from Educational Television: When and Why Does It Occur?
Quelle	(2001), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Age Differences; Children; Childrens Television; Cognitive Development; Comprehension; Educational Television; Generalization; Knowledge Level; Learning Processes; Learning Strategies; Models; Television Research; Theories; Transfer of Training + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; 'Children''s broadcast; Children''s television'; Kindersendung; Kognitive Entwicklung; Verstehen; Verständnis; Bildungsfernsehen; Schulfernsehen; Wissensbasis; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Theory; Theorie; Training; Transfer; Ausbildung
Abstract	Although numerous research studies have shown that viewing educational television results in significant gains in preschool and school-age children's academic knowledge or skills, there is less consistent evidence regarding transfer of learning, the application of knowledge or skills learned in one context to a new problem or situation. This paper is a first attempt to provide a theoretical basis for transfer from educational television and to describe factors that can be built into educational television programs to maximize the possibility of transfer. The paper takes several factors that are common across many existing theories of transfer and applies them to the context of educational television. In addition, the paper draws upon the literature on children's learning from educational television and on the capacity model, which describes some of the processing underlying comprehension of educational content on television. Three factors viewed as critical to transfer of learning are examined: (1) the viewer's initial learning or comprehension; (2) the nature of the viewer's mental representation of the content; and (3) the transfer situation, the novel problem to which the content is subsequently applied. The paper concludes by asserting that the likelihood with which transfer will occur is a function of the characteristics of the viewer (such as developmental differences in metacognition and ability to draw inferences), the program (such as the distance between the narrative and educational content), and the transfer situation (including the relationship between the narrative and the underlying educational context). It is noted that although many unanswered questions remain, this paper provides a starting point for discussion and research. (Contains 55 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC