Abstract
This work presents a bibliographic review of research related to the subject of learning transfer. Here, we seek to understand its concept, its dimensions, and the factors that influence its achievement. The review allowed us to verify empirical studies carried out that show which variables can facilitate or hinder transference, as well as the most suitable methodology to favor it and indicate considerations that should be taken into account in order to research learning transference in a continuous teacher training. The purpose of this review was to discuss the concept of learning transfer in order to propose a research on this subject in a context of continuous online training, once a lack of studies focused on this modality was detected. In order to analyze learning transfer in this context, we considered it necessary to confirm if the competences, skills, and knowledge acquired through e-learning could be applied in a pedagogical practice of participating teachers; this, in turn, would allow for the obtainment of guidelines for future educational strategies of continuous online training.
Highlights
We live in a time of perennial change, known as liquid modernity [1], where distance learning evolves along with the development of new information and communication technologies (ICT), in a world full of knowledge that is ostensibly accessible from anywhere
This openness to change and the encouragement of lifelong learning should be the aim of in-service teacher education, which means encouraging participants to apply their new knowledge, skills, and competences developed in training courses in their own contexts, both at work, in their studies, and in their personal lives
Designing appropriate teacher training experiences for our times is a challenging task, especially in distance education, as it is necessary to take into account conceptions of society and technology, and to harmonize them with the needs of every single student. This must make it possible to reflect on practice in order to improve it and project it into the future. This expansion of online experiences has not been accompanied by the development of research on how the learning achieved in e-learning contexts is transferred to teaching practice; it is important to propose studies related to learning transfer
Summary
We live in a time of perennial change, known as liquid modernity [1], where distance learning evolves along with the development of new information and communication technologies (ICT), in a world full of knowledge that is ostensibly accessible from anywhere This openness to change and the encouragement of lifelong learning should be the aim of in-service teacher education, which means encouraging participants to apply their new knowledge, skills, and competences developed in training courses in their own contexts, both at work, in their studies, and in their personal lives. Designing appropriate teacher training experiences for our times is a challenging task, especially in distance education, as it is necessary to take into account conceptions of society and technology, and to harmonize them with the needs of every single student This must make it possible to reflect on practice in order to improve it and project it into the future. The purpose of this paper is to discuss the concept of learning transfer in lifelong learning contexts and in an online modality, with the aim of operationalizing it for its application in research
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