On the Concept of Learning Transfer for Continuous and Online Training: A Literature Review

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.

Transfer of training on Employee Job Performance: A Literature Review

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The Learning Transfer of Dementia Training Program Participants: Its Antecedents and Mediating Effect on the Job Competency of Geriatric Caregivers

“…The variables that have been studied and identified thus far that affect learning transfer can be broadly divided into three types: trainer characteristics, training design (training content, training method, trainer ability), and work environment factors (support from superiors and peers, transfer opportunities) [25,50]. The following types of variables can be applied based on caregiver characteristics:…”

The well-fit for the FET model: Understanding training transfer factors in Spain

“…However, the assessment of actual transfer has important limitations because it requires both economic and human resources. Nevertheless, there is an alternative way to indirectly assess learning transfer: indirect evaluation (Pineda et al, 2011) through the analysis of factors from dimensions of the work environment, trainees' characteristics, and training design (e.g., Burke & Hutchins, 2007;Holton et al, 2000;Quesada-Pallarès & Gegenfurtner, 2015;Fauth & González-Martínez, 2021). When transfer barriers and facilitators are identified after training, they can be used as prediction variables to estimate whether there will be transfer or not, thus allowing the necessary steps to be taken to facilitate learning transfer.…”