What is ‘transfer of learning’?

‘Transfer of learning’ is the use of knowledge and skills (acquired in an earlier context) in a new context. It occurs when a person’s learning in one situation influences that person’s learning and performance in other situations. When transfer of learning occurs, it is in the form of meanings, expectations, generalisations, concepts, or insights that are developed in one learning situation being employed in others (Bigge & Shermis, 1992).

Why is transfer important in education?

Transfer of learning is the cornerstone upon which education should ultimately rest. In its broadest sense, transfer of learning is basic to the whole notion of schooling. If there is no transfer at all, students will need to be taught specifically every act that they will ever perform in any situation (Bigge & Shermis, 1992).

What are the barriers of transfer and how can transfer be promoted?

Many teachers believe the goal of instruction is to help students learn the material as efficiently as possible or the teacher is responsible for covering each of the topics in the curriculum. When they set questions to assess students’ learning outcome, no attempt is made to demand a high level of cognition from the students. So, students become rote learners, and never bother about transferring what they have learned to other situations. The knowledge is ‘there’ in memory, but students do not know how to make good use of such knowledge in situations outside the classroom. In contrast, when the goal of instruction is ‘meaningful learning’, the appropriate tests of learning outcomes include both retention and transfer. Teachers who hold this view will agree that students need to apply what they have learned to solve new problems.

Under what condition will transfer occur?

A person is in the best frame of mind for transfer to occur when he/she is aware of acquiring meanings and abilities that are widely applicable in learning and living. However, important as this is, it is not enough. A person must also want to solve new problems, or approach new situations and take risks, in the light of the insights gained through previous experience. For transfer to occur, individuals must generalise, i.e. perceive common factors in different situations; they must comprehend the factors as applicable and appropriate to both situations and thereby understand how a generalisation can be used; and they must desire to benefit by the sensed commonality (Bigge & Shermis, 1992). Teachers can act as guides and prompters to “shepherd” knowledge and skills from one context to another (Forgarty et al., 1991).

There are always ‘some things’ that ‘somehow’ we wish the students to be able to transfer ‘somewhere’.

To uncover the sources within our curriculum that provide fertile ground for relevant student transfer, we must “selectively abandon” and “judiciously include” curricular components (Costa, 1991). It is the work of a skilled teacher to find the ‘some things’ worth teaching. These would include “knowledge”, “skills”, “concepts”, “attitude”, “principles”, and “dispositions” (Forgarty et al., 1991). A topic worthwhile as a candidate for transfer must have potential significance in other areas. There are three areas for consideration in this regard: (1) significance within the discipline, (2) societal significance, and (3) student needs, interests, and aspirations (Forgarty et al., 1991).

Perkins & Salomon (1988) introduced two broad mediation strategies for transfer that they call “hugging” and “bridging”. Hugging serves an automatic kind of reflexive transfer. It involves making the learning experience similar to the situations to which one wants transfer to occur. Strategies that belong to this category include Setting Expectations, Matching, Simulating, Modelling, and Problem-based Learning (Fogarty et al., 1991). Bridging serves reflective transfer. Bridging means helping students to make generalisations, monitor their thinking, and be thoughtful in other ways that foster mindful connection-making. Strategies involved are Anticipating Application, Generalising Concepts, Using Analogies, Parallel Problem Solving, and Metacognitive Reflection (Fogarty et al., 1991).

To facilitate the development of transfer skills, we have to help students to see the ‘somewhere’ of transfer. Within a course, links can be highlighted between previous or subsequent lessons. Within a discipline, it can be targeted at different areas. Or, efforts can be made to show students how materials learned can be transferred between disciplines. Ultimately, the most important target of transfer is life situations. It would be difficult to justify any achievement of school learning that had no bearing upon students’ future learning and life situations.

In conclusion, for transfer to occur at its highest level, we must help students understand many widely useful relationships, principles, or generalisations. We must foster students’ sensitivity to recognise the presence of opportunities for transfer; and we must encourage students to embrace goals, attitudes, and ideals that support the conviction that progressive refinement of outlooks on life is possible and commendable.

References

Bigge, M.L. & Shermis, S.S. Learning Theories For Teachers (5th ed.). New York: Harper Collins Publishers, 1992.

Costa, A. ‘The Search for an Intelligent Life’ in The School as a Home for the Mind. Palatine, Illinois: IRI/Skylight Training & Publishing, Inc., 1991. pp. 100-104.

Forgarty, R., Perkins, D., & Barell, J. The Mindful School: How to Teach for Transfer. Palatine, Illinois: IRI/Skylight Training & Publishing, Inc., 1991.

Perkins, D. & Salomon, G. (1989). ‘Teaching for Transfer’. Educational Leadership. Vol. 46, No.1, September 1988. pp. 22-32.