Learning transfer
The skills and knowledge that are gained in class are meant to be applied in performance of duties. When an individual learns some skills in one context, that individual is required to perform duties applying the skills learnt in another similar context. This is why employees may be moved from one position to another and also from one region to another. The application of knowledge and skills that have been gained in one context in another context is what is known as transfer learning (Leberman, 2006). When students have gained knowledge in class, they are required to perform some duties outside the class work applying the knowledge that has been gained. The teachers also are transferred from one position to another or from one region to another whereby they are required to apply the skills they have gained from different context. Different learning environments give individuals the motivation to perform duties more creatively and using new methods. This research paper will evaluate learning transfer.
Whenever new skills and knowledge is learnt, there is a need that the skills are applied in a job situation otherwise it is difficult to remember the skills. Learning is a continuous process and this is why applying the skills and knowledge gained is important so that improvement in the performance of duties becomes easy. When every skill that is learnt in class is experimented practically, it becomes possible to ensure that there is no information that is gained from the classroom is wasted. Actually, some professions require application of the skills gained in real life situation otherwise these skills and knowledge may become useless when an individual knows more theoretical work than practical work. The most important thing in learning is to be able to perform duties rather than just accumulate information which is not beneficial to anybody.
There are many advantages of learning transfer. Learning transfer facilitates understanding what has been learnt in class. Generally, some of the theoretical work done in class is difficult to comprehend. However, when an individual carries out a practical task, understanding of the classroom theory becomes easier. Practicing what has been learnt enables one to visualize what was being taught in class and hence understand becomes easier. As a result, the learning process of an individual becomes easy. Otherwise it is difficult to understand future lectures when the previous ones have not been understood.
Transfer learning facilitates deeper understanding of various issues. When an individual engages in transfer learning, he/she is required to apply knowledge recently learned and also the knowledge and skills that were learnt long time ago (Leberman, 2006). This enables one to get a deeper understanding of what he/she has recently learnt. In addition, an individual is able to know things that are not taught in class theory that are important practically. When one just learns without applying the skills learnt, this would just be accumulation of information that would not be of great importance since most of this information would end up being forgotten.
Transfer learning makes it possible to acquire more future skills. It becomes easy to gain more skills if an individual has practiced doing similar activities before. When an individual has some basis of a particular skill, it becomes possible to learn other related skills. This is because an individual is able to perform a task from different perspectives and therefore efficiency in the performance of tasks becomes easy.
Transfer learning facilitates effectiveness in the performance of duties. This is because whenever a new skill or knowledge is learnt, it is applied in performance of a particular task. When more knowledge is acquired, it becomes possible to perform the task using better methods and therefore the task becomes easier to perform. Whenever a new knowledge is gained and applied, performance of tasks becomes easier (Leberman, 2006). This is also important in ensuring that the stude3nts find no difficulties when they join the working environment since they already have the basic skills in performance of duties. This process ensures that learners and workers are able to effectively utilize the knowledge they gain from their class work.
Wastage of time is eliminated if transfer learning is emphasized. This is due to the fact that an individual applies knowledge each time it is acquired. There are no chances of forgetting hence the memory of an individual is enhanced. This is why there are no more resources and time to be wasted in training people again in performance of a task they were already taught. What this means is that the employers do not waste their time and money to train new employees on how to perform their duties.
Transfer learning also enhances the accuracy and the speed at which an individual is able to perform tasks. Since transfer learning is a continuous process, an individual gets used to the performance of tasks and therefore the speed of performing the tasks increases. In addition, the chances of making mistakes are greatly reduced by transfer learning since an individual is aware of the possible mistakes and hence ways of avoiding mistakes are put in place.
There are various categories of learning transfer. One of them is positive learning transfer. In this type of learning transfer, a previous learning enables an individual to learn a new skill within a shorter period. Less time is spent in learning a new skill because an earlier skill was already learnt (Haskell, 2000). The knowledge and skills that an individual already possesses is used as a basis of learning new skills. This means that an earlier skill learnt accelerates the learning of a new skill. An example of this is whereby when an individual learns how to operate a new machine, the individual is able to easily learn how to operate a similar machine.
Another type of transfer learning is negative transfer learning. This type of learning transfer is the opposite of positive transfer. What this means is that what an individual has learnt hinders or makes it difficult for such a person to learn a similar skill. An example is whereby when an individual knows how to operate a machine, it becomes difficult for such an individual to learn how to operate a similar machine (Leberman, 2006). Generally, negative transfer slows down learning a new task. It is mainly caused when an individual applies irrelevant information in carrying out a task or activity. Even though this type of learning is rare, it occurs. In addition, there is a possibility that a combination of positive and negative transfer to occur at the same time.
Near transfer is whereby learning skills are applied in similar contexts. For example, the skills that are applied by students to carry out their homework may still be applied to solve similar problems in their exams. In this case, the contexts of assignments and exams are similar. Near transfer therefore occurs when a certain type of skill is applied in dealing with closely related contexts. On the other hand, the opposite of near transfer is far transfer. This is whereby a certain skill is applied in different contexts from which it was learnt (Mahmud, 2008). For example, an individual may have learnt a skill from football games that helps him/her in conducting politics. Politics and football are two different contexts. Therefore since the contexts are not similar, using a skill that has been learnt from football in political issues is far transfer.
In vertical transfer, an individual has no previous knowledge of the information under study. The knowledge that is applied in performance of an activity is just gained as an activity is being performed. One activity leads one to know more things and the process continues. For example, an individual might be required to find out the distance covered by a certain vehicle. In this regard, one has to be shown the vehicle that is being described. Secondly, the speed of the vehicle is to be determined, and then time and finally the distance is found since all these variables are not given. In addition, the individual may not be aware of the formula to apply hence it is to be learnt in the process. Therefore vertical transfer involves no initial knowledge and instead, knowledge is gained at each performance of a task.
The opposite of vertical learning is horizontal learning. In this type of transfer, an individual has some knowledge on the problem being addressed. Therefore the individual has the ability to use the knowledge to deal with the problem (Haskell, 2000). In addition, the procedure of dealing with this kind of problem is well known by the learner since it has ever been applied before. An example of this kind of transfer is when a student solves problems at the end of the chapter. In this case, the student has knowledge about the problems being addressed in the chapter. A student may therefore be required to find the distance covered by a vehicle after provision of speed and time. Such an individual already has the formula of calculating the distance since it has already been learnt. As opposed to this, vertical transfer requires an individual to find out time and speed.
Specific and general transfers are other types of transfer. In specific transfer, it is usually possible to determine where the skill or knowledge being applied arose from. In addition, it is possible to determine where such skill is usually applied. There is a specific area of applying the skill or knowledge (Leberman, 2006). On the other hand, general transfer means that there is no specific origin of the knowledge or skill being transferred. It is also not possible to predict the area where the knowledge can be applied. There is no particular limitation of the application of the knowledge.
Other types of transfer include reproductive and productive transfer. In reproductive type of transfer, an individual applies the knowledge acquired in a new and creative activity. This means that knowledge and skills acquired are applied however with some modifications for better performance (Haskell, 2000). On the other hand, productive transfer involves just improving the knowledge acquired. The knowledge and skills learnt are applied with no modifications. It is just like duplicating a previous task since it involves no creativity.
Teachers are important agents in facilitating transfer learning. There are various techniques that the teachers can use to ensure that the students are able to apply the knowledge they gain in class in their work places. It is therefore important that the teachers are aware of these techniques so that they are able to prepare quality students.
Group dynamics in classroom is one of the strategies that can be used to ensure transfer learning. In the work place, people work as a group so that they are able to share ideas and hence learn from each other. In addition, this improves the creativity of individuals which is important for the success of any organization. In this regard, the teachers should ensure that the students are able to work in groups (Mahmud, 2008). These students are therefore able to learn and perform their tasks easily through learning form one another. In addition, the creativity of the students improves and therefore such students have the ability to address various real life situations in the work place. It is therefore important to evaluate the students individually and as a group. This will ensure that effective learning transfer has taken place.
The teachers should include physical environment to facilitate learning of the students. This is whereby the students are able to apply the knowledge that has been gained in class in practical environment. There should be rooms where the students are able to consult. In addition, the teachers should ensure that their students carry out experiment to enhance their understanding of what they have been taught (Taylor, 2009). In addition, carrying out experiments enables the students to apply theory in a practical environment.
Another approach of facilitating transfer learning is by encouraging learning by doing method of learning g. This means that the teachers allow the students to do something related to what they have learnt. The students therefore practice whatever they learn hence they gain the skills of carrying out activities. In addition, the students get a better understanding of what they learnt.
Competency based learning is another approach that the teachers should apply to facilitate transfer learning. What this means is that the students are accessed on the basis of whether they are competent or not. This means that those who are not I a position to apply the theoretical knowledge in practical activities do not graduate (Mahmud, 2008). This ensures that qualified people who have the skills to perform duties in their specific fields are the ones who graduate from school. The students will therefore aim at acquiring skills in addition to getting theoretical knowledge.
The teachers should also ensure that they are well prepared before teaching. They will therefore deliver all the information that the students need. They will be ready to give all the relevant examples for better understanding by the students. The teachers will also be able to assist the student’s in conducting the necessary experiments for the necessary learning processes.
Proper explaining by the lecturers should be encouraged to ensure that learning process is easy to the students. For this to happen, the teachers should be individuals who are interested in whatever they teach. Proper communication skills are necessary to ensure that the students understand what is being taught (Mahmud, 2008). The teachers should be able to use clear sentences that can be easily understood. They should be able to demonstrate whatever they teach using methods such as drawing to enable the students to understand whatever is being taught.
Another approach of facilitating learning transfer is by experience learning. This is whereby the students are assigned various roles that they are supposed to play. They can be assigned roles in their school and in the group they operate in. this enables the students to develop skills such as leadership, conflict resolution and decision making skills (Taylor, 2009). The teachers should also bring experience people to talk with the students so that they can learn what other people are doing in the practical environment. This plays the role of motivating the students to apply their knowledge in real life situations.
It is not only the students who benefit from learning transfer but also the teachers benefit to some extent. First, the teachers are motivated by the fact that the students are ready to work and achieve their academic goals. The students participate fully in the learning activities such as experiments and group work. This gives the teachers the morale to continue teaching and they find teaching an easy task to them. They are therefore willing to deliver more information to the students.
Transfer learning facilitates creativity of the students and therefore the teachers are able to learn new things from the inventions of their students. Since the students come up with new approaches of dealing with an issue, the teachers are also able to expand their knowledge on the issue and therefore gain better understanding of what they teach (Taylor, 2009). They therefore find teaching easy since they have a wide knowledge to transfer to the students.
The teachers spend less efforts in their work if the teaching activities. This is because the students put more efforts in learning hence the teachers are left with less work to do. Since the students are aware of what is required of them, they learn both theory and also apply what they learn in practical activities (Taylor, 2009). As a result, the teachers are there just to guide the students on a few issues. The teachers are therefore able to complete the syllabus within a short period of time and engage in other practical activities that are beneficial to both the students and the teachers in that they create greater understanding of the subject.
Generally, transfer learning is an important skill for the employers, students and the teachers. The employees are in a position to get better output from the employees since they already have the necessary skills that are required for the production process. The teachers on the other hand find teaching easy since the students are interested in acquiring skills that are beneficial to them and not just accumulating information for the sake of passing exams. On the other hand, the students benefit from transfer learning since they acquire skills that can enable them perform activities easily without errors (Mahmud, 2008). The students are also able to improve the skills of performing their duties and therefore their work activities become easy to them.
References.
Haskell, R. E. (2000). Transfer of learning: Cognition, instruction, and reasoning. San Diego, Calif: Academic Press.
Leberman, S., Doyle, S., & McDonald, L. (2006). The transfer of learning: Participants perspectives of adult education and training. Aldershot: Gower.
Mahmud, M. M. H. (2008). Universal transfer learning. (Dissertation Abstracts International, 69-11.)
Taylor, M. E. (2009). Transfer in reinforcement learning domains. Berlin: Springer.
