Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. It is, fundamentally, the point of education. Learners should be able to apply the knowledge, perspectives, and skills gained in a class or workshop to their work, their homes, or their communities. Generally, though, such transfer is not explicitly considered in pedagogical design outside some formal education and job settings. By consciously building it into our curricula, syllabi, and practice, we can greatly enhance the likelihood that students will integrate their learning and their lives.
This issue of New Directions for Adult and Continuing Education examines learning transfer across the breadth of adult education. The authors approach the question practically, looking at techniques such as experiential or problem–based learning and the use of classroom technology as well as the perspectives of brain research, the effects of race and culture, and the context and complications of personal change. Each chapter offers practitioners a thoughtful outlook that will help them plan for and implement learning transfer in their particular area of focus
EDITORS NOTES 1Leann M. R. Kaiser, Karen Kaminski, Jeffrey M. Foley
1. Learning Transfer and Its Intentionality in Adult and Continuing Education 5Jeffrey M. Foley, Leann M. R. Kaiser
While transfer of learning is the ultimate goal of any instructional setting, adult educators have few resources they can rely on to support planning for transfer. This chapter offers an introduction to the concept of learning transfer and initial ideas for building this into our educational practices.
2. Leveraging Experiential Learning Techniques for Transfer 17Nate Furman, Jim Sibthorp
This chapter describes how experiential learning techniques can be helpful in encouraging learning transfer as these techniques can foster a depth of learning and cognitive recall necessary for transfer.
3. Problem–Based Learning: A Learning Environment for Enhancing Learning Transfer 27Woei Hung
Problem–based learning helps students make connections between theory and real–world application. This chapter provides practical methods for using problem–based learning to enhance the likelihood
of learning transfer.
4. Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer 39Patricia L. Hardré
This chapter discusses the concept of authenticity in relation to using technology to enhance learning and support transfer.
5. Brain–Friendly Teaching Supports Learning Transfer 49Jacqueline McGinty, Jean Radin, Karen Kaminski
The authors present the workings of the human brain and how this knowledge can be used to create brain–friendly learning environments that support transfer of learning.
6. Racial and Cultural Factors and Learning Transfer 61Rosemary Closson
This chapter addresses the potential infl uence of including ethnicity or culture as a variable in the learning transfer process.
7. Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance 71Jeani C. Young
Personal change stemming from learning experiences is the focus of this chapter. Models of change and transition are used to explain the occurrence of and resistance to transfer.
8. Applying Transfer in Practice 83Karen Kaminski, Jeffrey M. Foley, Leann M. R. Kaiser
The authors offer a synthesis of the ideas presented in previous chapters by encouraging an application of learning transfer to adult learning settings.