Learning Transfer in Adult Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 190

Veröffentlichungsjahr: 2013

Beschreibung

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. 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 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. This is 137th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Leseprobe

Contents

Editors’ Notes

Chapter 1: Learning Transfer and Its Intentionality in Adult and Continuing Education

What Is Learning Transfer in Adult Education?

Models of Transfer

Barriers to Learning Transfer

General Tools to Improve Learning Transfer

Learning Transfer: Revisiting Its Importance to Adult Learning

References

Chapter 2: Leveraging Experiential Learning Techniques for Transfer

Experiential Education and Experiential Learning

Learning Transfer and Experiential Learning

Integrating Experiential Techniques

Conclusion

References

Chapter 3: Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer

Learning Transfer

Problem-Based Learning

Conclusion

References

Chapter 4: Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer

Defining Technology

Defining Authenticity

Selecting Components of Authenticity

Applied Examples

Summary

References

Chapter 5: Brain-Friendly Teaching Supports Learning Transfer

The Relationship Between Cognitive Theory and Learning Transfer

Brain-Friendly Learning Environments

Conclusion

References

Chapter 6: Racial and Cultural Factors and Learning Transfer

The Learning Transaction

Theoretical and Anecdotal Evidence for Racial or Cultural Differences Influencing Transfer

Implications for Adult Education Practitioners

What Are the Risks of Using Any of These Approaches?

References

Chapter 7: Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance

Adult Education and Change

Concerns-Based Adoption Model

Theory of Planned Behavior

When Learners Resist Change

Conclusion

References

Chapter 8: Applying Transfer in Practice

Near Transfer

Not-So-Near Transfer

Farther Transfer

Intentionally Building Transfer in Instructional Design

Far Transfer

Conclusion

References

Index

Learning Transfer in Adult Education

Leann M. R. Kaiser, Karen Kaminski, Jeffrey M. Foley (eds.)

New Directions for Adult and Continuing Education, no. 137

Susan Imel, Jovita M. Ross-Gordon, Coeditors-in-Chief

© 2013 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone]. The copyright notice appearing at the bottom of the first page of an article in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; [phone], fax [phone], www.wiley.com/go/permissions.

Microfilm copies of issues and articles are available in 16mm and 35mm, as well as microfiche in 105mm, through University Microfilms Inc., 300 North Zeeb Road, Ann Arbor, Michigan 48106-1346.

New Directions for Adult and Continuing Education (ISSN 1052-2891, electronic ISSN 1536-0717) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Adult and Continuing Education, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594

New Directions for Adult and Continuing Education is indexed in CIJE: Current Index to Journals in Education (ERIC); Contents Pages in Education (T&F); ERIC Database (Education Resources Information Center); Higher Education Abstracts (Claremont Graduate University); and Sociological Abstracts (CSA/CIG).

Individual subscription rate (in USD): $89 per year US/Can/Mex, $113 rest of world; institutional subscription rate: $292 US, $332 Can/Mex, $366 rest of world. Single copy rate: $29. Electronic only–all regions: $89 individual, $292 institutional; Print & Electronic–US: $98 individual, $335 institutional; Print & Electronic–Canada/Mexico: $98 individual, $375 institutional; Print & Electronic–Rest of World: $122 individual, $409 institutional.

Editorial correspondence should be sent to the Coeditors-in-Chief, Susan Imel, ERIC/ACVE, 1900 Kenny Road, Columbus, Ohio 43210-1090, e-mail: [email protected]; or Jovita M. Ross-Gordon, Southwest Texas State University, EAPS Dept., 601 University Drive, San Marcos, TX 78666.

Cover photograph by Jack Hollingsworth@Photodisc

www.josseybass.com

Editors’ Notes

Learning transfer, simply stated, is the ability of a learner to apply skills and knowledge learned in one situation or setting to another (Cormier & Hagman, 1987; Thomas, 2007). This is the ultimate goal of participating in a workshop, class, or other educational pursuit. The learner should be able to effectively use the knowledge or skills gained in these educational settings at work, at home, or in the community (Broad, 1997). If transfer of learning is consciously included in our design and facilitation of learning, we have an enhanced likelihood of attaining this key education tenet.

The topic of learning transfer is not new. In fact, there is a solid body of research examining practices that lead to learning transfer in the contexts of education, training, and human resource development (Baldwin & Ford, 1988; Ford & Weissbein, 1997; Holton & Baldwin, 2003; Holton, Bates, & Rouna, 2000; Sousa, 2011). While there is a strong understanding of how to support transfer of learning within formal education and job settings, few other adult education settings account for learning transfer in the planning or implementation of their educational programs (Merriam & Leahy, 2005). This means we have little evidence that what is taught in one setting or situation is transferred to another, or how to achieve this goal. This issue is an attempt to add depth to the body of knowledge that informs learning transfer in adult education.

It is our hope that this issue can assist practitioners in a wide variety of adult education settings to define what learning transfer means in their area of focus. In addition, they will understand the importance of design for transfer and be encouraged to apply techniques to improve learning transfer for their learners. To achieve this purpose, each chapter included in this issue will introduce and expand upon transfer of learning from a particular focus area.

In Chapter 1, Jeffrey M. Foley and Leann M. R. Kaiser offer an introduction to the concept of learning transfer. They also discuss tools that are central to the context of learning transfer. These ideas are foundational to many of the subsequent chapters in the issue; thus, we would suggest beginning this issue by reading this chapter.

In Chapter 2, Nate Furman and Jim Sibthorp begin the discussion of understanding learning transfer through a specific lens: experiential learning. They highlight how common experiential learning techniques such as service learning and project-based learning can be used to encourage transfer of learning. In addition, they include three adult learning examples that explain how experiential learning techniques can be integrated to optimize transfer of learning.

In Chapter 3, Woei Hung approaches learning transfer from the perspective of problem-based learning. The chapter begins with a discussion on why students may fail to transfer learning and the role that problem-solving skills play. He proposes that problem-based learning may address these issues and shares design guidelines for using problem-based learning to enhance learning transfer.

In Chapter 4, Patricia L. Hardré focuses on the concept of authenticity and discusses how this is a key for using technology for instruction in ways that enhance and support learning transfer. She discusses how an authentic technology representation shows learners what a task, context, or experience will be like in real practice, lending to a greater likelihood of learning transfer.

In Chapter 5, Jacqueline McGinty, Jean Radin, and Karen Kaminski discuss cognitive learning theory and its relationship to learning transfer. To demonstrate this link, the authors present examples of learning environments and instruction facilitation techniques that are compatible with the brain’s natural processes, using the concept of brain-based teaching.

In Chapter 6, Rosemary Closson begins by noting that infrequently has race, ethnicity, or culture been included as a variable when explaining the learning transfer process. She continues by exploring available theoretical and anecdotal evidence for how these factors may influence learning transfer, concluding the chapter with suggestions for practitioners.

In Chapter 7, Jeani C. Young explores the idea that transfer equals personal change. She introduces models of change that help describe, support, and predict the transfer that may or may not occur through participation in adult learning experiences. Understanding transfer as not only the application of knowledge in a different context but as a path to personal change is discussed.

In Chapter 8, Karen Kaminski, Jeffrey M. Foley, and Leann M. R. Kaiser encourage readers of this issue to choose one or more of the focus areas presented in Chapters 2 through 7 and synthesize the information for use in their own adult education setting. The authors walk the readers through a process of transfer and within that how to apply instructional design techniques to increase intentional planning for learning transfer.

We would encourage all readers to approach this issue of New Directions for Adult and Continuing Education by first reading Chapter 1. This chapter will give an overview of the foundational ideas related to learning transfer, which are pertinent to understanding subsequent chapters. Then, choose to read any of the additional chapter(s) that are relevant and of interest. Finally, to assist in creating a practical plan to support learning transfer in your own education practices, Chapter 8 is a good chapter with which to conclude reading this issue.

It is our hope that each reader of this issue will understand that “education can achieve abundant transfer if it is designed to do so” (Perkins & Salomon, 1992, Teaching for Transfer section, para. 6).

Leann M. R. Kaiser

Karen Kaminski

Jeffrey M. Foley

Editors

References

Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and direction for research. Personnel Psychology, 41, 63–105.

Broad, M. L. (1997). Transfer concepts and research overview. In M. L. Broad (Ed.), Transferring learning to the workplace (pp. 1–18). Alexandria, VA: American Society for Training and Development.

Cormier, S. M., & Hagman, J. D. (1987). Transfer of learning: Contemporary research and applications. San Diego, CA: Academic Press.

Ford, K. J., & Weissbein, D. A. (1997). Transfer of learning: An updated review and analysis. Performance Improvement Quarterly, 10(2), 22–41.

Holton, E. F., & Baldwin, T. T. (2003). Improving learning transfer in organizations. San Francisco, CA: Jossey-Bass.

Holton, E. F., Bates, R. A., & Rouna, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333–360.

Merriam, S. B., & Leahy, B. (2005). Learning transfer: A review of the research in adult education and training. PAACE Journal of Lifelong Learning, 14, 1–24.

Perkins, D. N., & Salomon, G. (1992). Transfer of learning. In T. Husen & T. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed). Oxford, England: Pergamon Press. Retrieved from http://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm

Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.

Thomas, E. (2007). Thoughtful planning fosters learning transfer. Adult Learning, 18(3–4), 4–8.

Leann M. R. Kaiser is an assistant professor in the Adult Education and Training Program at Colorado State University.

Karen Kaminski is the chair of the Master of Education in Adult Education and Training in the School of Education at Colorado State University.

Jeffrey M. Foley is an assistant professor in the Adult Education and Training Program at Colorado State University.

Chapter 1

Learning Transfer and Its Intentionality in Adult and Continuing Education