Thoughtful Planning Fosters Learning Transfer

Autor/in	Thomas, Earl
Titel	Thoughtful Planning Fosters Learning Transfer
Quelle	In: Adult Learning, 18 (2007) 3-4, S.4-8 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Transfer of Training; Adult Education; Adult Learning; Learning Experience; Adult Educators; Professional Development; Instructional Design; Educational Strategies; Barriers; Lesson Plans + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Lernerfahrung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Lesson planning; Unterrichtsplanung
Abstract	Transfer of learning continues to be a need among adult learners. All too often, professional development planners, trainers, and educators are criticized for planning and delivering learning experiences with little to no attention rendered to how participants will apply their newly-acquired knowledge and skills. This criticism can be adequately addressed among adult educators by, first, understanding transfer of learning, by definition. This article presents a framework for thinking about transfer of learning and it is organized around four questions: (1) What does transfer of learning mean?; (2) Why is it important to thoughtfully plan for transfer of learning?; (3) Are there barriers influencing transfer of learning?; and (4) Are there facilitators influencing transfer of learning? The practical notion regarding transfer of learning assumes that learners will appropriately use the knowledge and skills acquired during a professional development experience once they are in actual work settings. This assumes that transfer is a static concept that is easily applied by all learners. However, transfer is not a static concept and it tends to have relevancy only when thoughtfully considered by adult educators, planners, and implementers. In other words, transfer takes on different meanings depending on the way it is defined and applied before, during, and after the learning experience. Using the four guiding questions, the author explores the multiple lenses through which transfer of learning can be viewed. (Contains 1 table.) (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10