ERIC Number: EJ1071716
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 38
A Conceptual Framework for Educational Design at Modular Level to Promote Transfer of Learning
Botma, Yvonne; Van Rensburg, G. H.; Coetzee, I. M.; Heyns, T.
Innovations in Education and Teaching International, v52 n5 p499-509 2015
Students bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.
Descriptors: Guidelines, Instructional Design, Transfer of Training, Learning Theories, Qualitative Research, Communities of Practice, Outcomes of Education, Competence, Health Services, Patients, Constructivism (Learning), Theory Practice Relationship, Health Personnel, Health Education
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A