transfer of learning
DESCRIPTION
Learning TransferTRANSCRIPT
When Learning in one situation or one form of activity effects one’s ability in other types of activity or one’s performance in different situations, this referred to as…
Transfer of Learning
Richard Z. Zonio
Transfer of learning is the application of skills and knowledge learned in one context being applied in another context (Cormier & Hagman, 1987).
Theories of Transfer of Learning
• Theory of Mental Discipline
• Theory of Identical Elements
• Theory of Generalization
• Theory of Configuration
Theory of Mental Discipline –
is based on the old faculty psychology which maintains that the various faculties of the mind can be developed through training and can become capable of effective performance in all areas in which they are involved.
Thus, the training of the faculty of memory through memorizing nonsense syllables presumably improves one’s memory for names, meaningful material and, in fact, for anything which calls for memory.
This theory holds that since faculties supposedly strengthened through mental practice in much the same way as muscles are strengthened through physical exercise.
What do most psychologist and professional educators say of this theory today?
Memory – as a general function is not improved by strenuous memorization of poetry.
Likewise, reasoning in fields other than of mathematics is not automatically improved by studying algebra and geometry.
The identical elements, such as content, method, aim or attitude present in both situations facilitate learning.
Theory of Identical Elements - formulated by Thorndike maintains that the amount of transfer depends upon the identical elements or elements that are common in both situations.
The best known and probably the most influential theory to explain transfer of learning is the near-transfer vs. far-transfer.
Simply put, this theory implied that transfer of learning would take place only if two activities contained similar or common elements.
Within this theory, near transfer means that skills and knowledge are applied in the same manner each time the knowledge and skills are used. An example would be procedural training, perhaps using a software application to perform routine tasks – creating documents in MS Word.
Far transfer means that skills and knowledge are applied in situations that change. An example of this will be perhaps understanding the economic concepts associated with how the stock market functions and then analysing trends and utilizing information to build a strong portfolio.
It means that experiences obtained in one situation are applicable to other situations.
Theory of Generalization –
formulated by Charles H. Judd, maintains that transfer is a form of generalization which can be encouraged by training.
It puts emphasis upon the value to understand, organize, and generalize specific experiences.
Theory of Configuration – is based on Gestalt Theory of learning.
It holds that that transfer of training from one situation to another is the result of the application of certain principles of configuration.
Transfer implies that what is learned in one situation can be shifted directly to another situation only when similarity (in content, method, or attitude) of the two situations is perceived by the learner.
Post this theory; many new theories have been propounded. From the Wikipedia, here is a table, presenting different types of transfer, as adapted from Schunk (2004, p. 220). All these theories distinguish transfer into different types based on two parameters – the similarity and difference between two learning situations and the cognitive process and mental analysis involved in the learning.
It is obvious that there are certain significant factors that would affect such transfer in school. These factors are:
1. Mental ability of the learner
2. Nature of the subject matter
3. Attitudes and efforts of the learner
4. Manner of teaching
5. Learning environment
Increasingly, transfer of learning is being discussed with a meta-cognitive point of view. So, learning from learning is perhaps more important than learning itself! Sounds strange but what it means is to allow learners to think about learning and therefore construct their own connections between what has been learnt in the past versus what is being learnt in the present. It is about being aware of your learning and taking control of the same.
In that sense, when learners manage their own learning and are more self-aware, they increase the accessibility of their learning to be applied in situations that occur in the future and help themselves in transferring their learning! In this context, our role as teachers changes to helping learners learn meta-cognition skills and strategies! Interesting.
Thank You!!!