Beyond the afterglow: Effective transfer of learning through instructional design

Keywords: elearning, transfer of learning, reflective practice, scenario-based learning, adult education

Abstract

This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.

Author Biography

John P Egan, University of Auckland

John Egan is Director of the Learning and Teaching Unit in the Faculty of Medical and Health Sciences at the University of Auckland (NZL). His research interests include transfer of learning, peer review of teaching, and academic leadership.

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Published
2020-03-15
How to Cite
Egan, J. P. (2020). Beyond the afterglow: Effective transfer of learning through instructional design. Teaching & Learning Inquiry, 8(1), 173-186. https://doi.org/10.20343/teachlearninqu.8.1.12