Transfer of Learning
The transfer of learning can be defined as extending what has been learned in one context to new contexts. Determining if and to what extent a person can transfer their learned knowledge can be a strong indication of the quality of the learning experience itself. Effective memorization of information does not equal a meaningful learning experience, because the knowledge acquired might not be understood. The ability to understand and apply learnings, implies a deeper knowledge gained. The context of the original learning, time given to learn, motivation of learner, active participation, and progress monitoring of learning are all important factors that effect the degree to which learning is transferrable. Experts have found that learner-responsible learning is an effective way to educate learners. As a result, educators should focus on increasing the role of individual learners in education. New research within cognitive science has helped unfold the multidisciplinary nature of learning. Anthropology, linguistics, philosophy, psychology and neuroscience all play a role in learning. More importantly, these factors play a role in the level of understanding one person develops versus another person.
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Famous quotes containing the words transfer and/or learning:
“No sociologist ... should think himself too good, even in his old age, to make tens of thousands of quite trivial computations in his head and perhaps for months at a time. One cannot with impunity try to transfer this task entirely to mechanical assistants if one wishes to figure something, even though the final result is often small indeed.”
—Max Weber (1864–1920)
“If you should put a knife into a French girl’s learning it would explode and blow away like an omelette soufflee ...”
—M. E. W. Sherwood (1826–1903)