Transfer as the Productive Use of Acquired Knowledge, Skills, and Motivations

2003 ◽  
Vol 12 (4) ◽  
pp. 142-146 ◽  
Author(s):  
Erik De Corte
Keyword(s):  
Learning Environment ◽  
Intervention Study ◽  
Recent Literature ◽  
Transfer Effects ◽  
Learning Tasks ◽  
Powerful Learning

Historically, the notion of transfer has been very controversial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accordance with this reconceptualized perspective on transfer.

scholarly journals Teacher-Led Initiatives in Supporting Learner Empowerment among Malay Tertiary Learners

2014 ◽  
Author(s):  
Naginder Kaur
Keyword(s):  
Learning Environment ◽  
Direct Methods ◽  
Learner Autonomy ◽  
Learning Preferences ◽  
Self Directed Learning ◽  
Business Studies ◽  
Learning Tasks ◽  
Positive Learning Environment ◽  
Directed Learning ◽  
Learner Empowerment

Purpose – Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners.   Methodology – Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer’s proactive efforts and initiatives in raising learners’ confidence in learning vocabulary. Data were collected through reflective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences.   Findings – The lecturer’s pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners’ cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment.   Significance – This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners’ cultural traits.

scholarly journals Exploring Language Learning Motivation among Primary EFL Learners

2020 ◽  
Vol 11 (2) ◽  
pp. 221
Author(s):  
Matthew P. Wallace ◽  
Emily In Leng Leong
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Social Relationships ◽  
Target Language ◽  
Learner Motivation ◽  
Efl Learners ◽  
Learning Tasks ◽  
Language Learning Motivation ◽  
Support Teacher ◽  
Different Levels

The present study examined factors contributing to motivation of young EFL learners. Specifically, it explored learners’ attitudes and purposes for studying English, and how their perceptions of social support (teacher, family, peers) and that of the formal learning environment (learning tasks and class activities) varied at different levels of motivation. In total, 23 grade six students who studied at a Macau primary school completed a 10-item open-ended questionnaire. Findings revealed that most of the participants were highly motivated and learned English for both instrumental (e.g., for work and travel) and integrative (e.g., wanting to integrate within the target language culture) reasons. Most respondents reported that they viewed their teachers positively, which may explain why most of them also had a positive view of studying English despite indicating that their family expected them to get high grades on exams, and that most of their classmates perceived studying English negatively. Unsurprisingly, participants also reported that games and songs were their favored activities because they increased their intrinsic motivation to learn. The results of this study suggest that young learner motivation may be largely influenced by the learning environment (as opposed to family or peer social relationships), notably the positive relationship with the teacher and the types of learning activities employed to achieve learning aims.

Nurturing gerontology students’ intrinsic motivation to cocreate: The design of a powerful learning environment

2017 ◽  
Vol 40 (4) ◽  
pp. 432-441
Author(s):  
Jan S Jukema ◽  
Mieke Veerman ◽  
Jacqueline Van Alphen ◽  
Geraldine Visser ◽  
Carolien Smits ◽  
...  
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Powerful Learning

scholarly journals The Role of Organizational Learning in Conflict Management

2021 ◽  
Vol 12 (2) ◽  
pp. 50
Author(s):  
İzlem Gözükara Yıldız
Keyword(s):  
Conflict Resolution ◽  
Organizational Learning ◽  
Learning Environment ◽  
Conflict Management ◽  
Recent Literature ◽  
Effective Means ◽  
Organizational Conflict ◽  
Overall Performance ◽  
Low Levels

Conflict is a state of disagreement experienced between two individuals or parties, which can result from many factors. When conflict occurs at organizations, it may lead to many problems such as unaccomplished goals, decreased effectiveness, and low levels of individual and overall performance. However, organizational conflict may positively influence organizations under certain circumstances. The recent literature especially places emphasis on conflict management rather than conflict resolution, as conflicts are likely to enable organizations to enhance their performance and productivity when they are managed in an appropriate way. In this sense, organizations have to develop strategies that are aimed at improving the constructive aspect of conflicts instead of trying to reduce and remove them. As the first step toward this goal, organizations have to provide a learning environment so that they can benefit from conflicts. Since it is considered a key concept for the survival and adaptability of an organization, organizational learning stands out as an effective means of fostering such favorable effects. For this purpose, this article discusses the role of organizational learning in conflict management by examining the factors that facilitate and result from it.

Creating Sustainable Project-Based Learning Through Teacher Professional Development

2019 ◽  
pp. 378-389 ◽  
Author(s):  
Virginia McCormack
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Teacher Professional Development ◽  
Educational Environment ◽  
Project Based Learning ◽  
Learning Tasks ◽  
Professional Development For Teachers ◽  
Teacher Mindset ◽  
Teacher Professional ◽  
Educational Collaboration

This chapter highlights the effectiveness of teacher professional development to expand and support the implementation of project-based learning. Teacher professional development is essential for the growth of teacher content comprehension in the educational environment, confidence, and refining instructional learning segments. The purpose was to increase the capacity and implementation of project-based learning through teacher professional development that afforded distinctive methods in which teachers acted as a team with a variety of learning tasks, assessments, tools and materials. Consideration was given to educational collaboration and support, the influence of teacher mindset and self-certitude, resource impediments, and improving student participation. The results denoted valuable inferences of how professional development for teachers could guide the function of project- based learning in the learning environment.

Pros and Cons of Digital Textbooks Technology

2015 ◽  
pp. 227-247
Keyword(s):  
Learning Environment ◽  
Group Development ◽  
Learning Tool ◽  
Multimodal Texts ◽  
Digital Textbook ◽  
Digital Textbooks ◽  
Powerful Learning ◽  
Pros And Cons ◽  
Better Than

Students do not necessarily enjoy using textbooks. One of the main reasons is that multimodal texts are harder to process by brain patterns. Digital textbooks technology aims to reduce this pitfall, offering multimedia feedback and interactivity as the main features of the powerful learning environment. There are two ways: a) using and developing the digital textbook as a pedagogical resource and b) using and developing digital textbook as a learning tool. The first way offers speed of finding, purchasing, downloading, as well as digital reading. The second way adds the power of assembling digital content through representation in a person's own manner as well as group development of content. Educational outcomes in a digital textbook learning environment are better than in scholastic models. This chapter presents pros and cons of the digital textbook technology in concept of postmodernism philosophy. The role of the digital textbook technology for learning is proved.

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