MODULE 15: Transfer of Learning

In this Module, challenge yourself to attain the following learning outcomes:

 Explain how transfer of learning occurs.

Introduction

Teachers want their students to apply the knowledge and skills they learn in class to other
situations. When one recognizes a situation as something similar in a way to what he has
experienced before, his tendency is to use the knowledge and skills he has learned to this new
situation. This is what transfer of learning is about.

Advance Organizer

Transfer of Learning

Types of Transfer Conditions and Principles of Transfer

Activity

Discuss this:

 Will a skilled typist find it difficult to use the computer keyboard when s/he encodes?

Do this:

 Let your teacher/a classmate, whose cellphone features differ from yours, use your
cellphone. Was s/he able to use your cellphone without your help. Or did s/he need
help?

Reflect on this:

 A thesis writer once remarked: "Buti na lang, we were required to do action research
in the undergraduate. It helped me a lot in my thesis."
 Transfer of learning happens when learning in one context or with one set of materials
affects performance in another context or with other related materials. Simply put, it is applying
to another situation what was previously learned. For example, learning to use roller skates later
helps a person to learn more quickly to ice skate. Learning to get along with classmates in
preschool helps the child adjust and relate well with classmates in the "big" school, or even
playing highly competitive on-line computer games might even make one a better strategic
thinker in politics or business. Transfer is a very significant concept in education and learning
theory because most of those concerned in education aim to achieve transfer.

Types of Transfer

Positive transfer occurs when learning in one context improves performance in some other
context. For instance, a speaker of Spanish would find it easier to learn Mexican language than
Japanese.

Negative transfer occurs when learning in one context impacts negatively on performance
in another. For example, learners commonly assimilate a new language's phonetics to crude
approximations in their native tongue and use word orders carried over from their native tongue.
Example, there may be a tendency for a Visayan-speaking child to frequently interchange the /e/
and /i/ sound when speaking in English. With experience however, learners correct the effects of
negative transfer.

Near transfer refers to transfer between very similar contexts. This is also referred to as
specific transfer; for example, when students answer types of algebra word problems in an exam
which are similar to what they had in their seatworks. Or when a student is learning to use a new
cell phone that is somehow similar to the one she had before.

Far transfer. Far transfer refers to transfer between contexts that, on appearance, seem
remote and alien to one another. This is also called general transfer. For example Stephen
Covey applied the lesson of the Aesop's fable of "The Goose That Lays the Golden Eggs" to
managing corporations. He said we should take care of the goose rather than kill it. To be
successful in business we should take care of our workers not burden them.

Conditions and Principles of Transfer

These principles are based on the factors that affect transfer of learning. These factors are
similar to what Perkins termed as "conditions of transfer". Below you will find the factors with
the consequent principles and educational implications.
Conditions/Factors Principle of transfer Implication
affecting transfer of
learning The more similar the two Involve students in learning
situations are, the greater the situations and tasks that are
Similarity between two chances that learning from similar as possible to the
learning situations. one situation will be situations where they would
transferred to the other apply the tasks.
situation.
Degree of meaningfulness/ Meaningful learning leads to Remember to provide
relevance of learning. greater transfer than rote opportunities for learners to
learning. link new material to what
they learned in the past.
Length of instructional time. The longer the time spent in To ensure transfer, teach a
instruction, the greater the few topics in depth rather
probability of transfer. than many topics tackled in a
shallow manner.
Variety of learning Exposure to many and varied Plan activities that allow your
experiences. examples and opportunities learners to practice their
for practice encourages newly learned skills.
transfer.
Context for learner's Transfer of learning is most Relate a topic in one subject
experiences. likely to happen when to topics in other subjects or
learners discover that what disciplines Relate it also to
they learned is applicable to real life situations.
various contexts.
Focus on principles rather Principles transfer easier than Zero in on principles related
than tasks. facts. to each topic together with
strategies based on those
principles.
Emphasis on metacognition. Student reflection improves Encourage students to take
transfer of learning. responsibility for their own
learning, and to reflect on
what they learned.