Essay on learning: Learning in one situation A has an effect on learning in situation B

Transfer of learning is a phenomenon of learning being facilitated in situation B by virtue of common elements, ideals, or generalizations that have been learnt in situation A.

Learning in one situation A has an effect on learning in situation B. It has an adaptation to the second situation. In other words, if in classroom situation certain habits, skills, ideas or ideals are acquired, learning other habits, skills, ideas or ideals in another situation met in daily life is facilitated or inhibited.

The effect is either that of facilitation or inhibition. For example, learning the methods of solving problems in arithmetic may facilitate learning the method of solving problems in algebra.

“Transfer is the application or carry-over of knowledge, skills, habits, attitudes or other responses from a situation in which they are initially acquired to some other situation” says Kolinsky.

Types of Transfer of Learning

Transfer of learning may take place in three ways.

1) Positive transfer:

Positive transfer occurs when the acquisition of one type of performance facilitates learning of another type. In the positive transfer, learning of one activity makes learning of another activity easier.

For ,instance, school children that memorized poems, mathematical tables and other verbal material show better learning of the similar new material as compared to the children who did not get previous training in memorization.

It is also a common experience that learning of pedaling of tricycles makes the pedaling of bicycles easier. In all these examples we have noticed that previous learning of a related skill benefits the learner in subsequent learning.

2) Negative transfer:

Negative transfer occurs when the previous performance puts hindrances in the performance of the subsequent task. The contents, techniques, or principles which make for negative transfer are opposed to those required by the new situation.

For instance, after the end of a year, most of us continue to write the previous year on our cherubs for some time. If the telephone number of our friend changes, we often continue dialing their former number.

When we switch over from riding a bicycle to driving a cotter we often pull the clutch level for stopping the vehicle instead of using e foot brake. These types of habits interference are examples of negative answer of learning.

Zero transfer:

The zero transfer referred to the fact that previous learning as no effect on the subsequent learning.

For example, a cricketer who improves is bowling skills is not expected to transfer this skill to improve his batting following are the instructional techniques that facilitate occurrence of answer:

1) Establishing a clear-cut goals

2) Encouraging understanding of principles, processes, relationships, encouraging over learning

4) Challenging students to formulate their own principle emphasizing ideals and attitudes.

Establishing Clear-Cut Goals:

The leaning in the first situation can facilitate, learning in the second situation only when the previous learning has been effective. For previous learning to be effective it is necessary to have clear- cut goals before the learner. He should know where he is going.

The teacher also should know where he is leading the learner. Stated simply, your objectives may be development of knowledge, habits and attitudes. Every teacher wants to give knowledge and every learner wants to gain new knowledge, but he should be led to develop a desire to gain new knowledge every day.

He should feel that he is worthy and able. He should develop confidence in himself. There are some of the desirable attitudes the teacher may aim at developing.

Similarly, he may develop in the learner good work habits which include system, thoroughness, perseverance and determination. So, for effective learning and consequent transfer both the teacher and the taught should have clearly defined aims.

Understanding of Principles, Processes and Relationships: The teacher has to adopt such instructional techniques in his day-to-day teaching that encourage the understanding among pupils.

‘Learning by doing’ is a teaching method which develops understanding. So learning by doing has a greater transfer value than learning by drill. If the teacher wants that his pupils should learn the role of citizenship in human life, he should encourage them to participate actively in student government.

Activity projects, field trips and T.V. lessons are ways to check mere verbalization and improve understanding. But their use in teaching can be justified only when the method of presenting subject matter facilitates transfer.

Common elements in solving problems in Arithmetic and in actual life situations, for example, may be found not and indicated.

The pupil should be encouraged to understand the principles, processes and relationships well. A principle is a statement which compresses many factors and conditions.

For example, the Principle of Conservation of Energy states that energy can neither be created nor destroyed. It is not sufficient to simply state it, memorize it or read it from a Text Book on Higher Secondary Physics. It is necessary for the student to understand the many factors and instances that have gone into its formulation.

Understanding processes is also very important for effective-learning. It is not enough that a child should be able to solve a mathematical sum or give an answer to a question.

Teachers should ask their students to explain why and how they got a certain solution. They must be able to discuss the steps they have taken in getting a certain answer.

Understanding of relationships is also very useful. A teacher teaching a modern Indian language, for instance, should try to indicate relationships between the vocabulary of that language and Sanskrit from which it might have descended. The teacher of mathematics or science should relate these ‘subjects to everyday life.

Encouraging Over learning:

By over learning we mean seeing what has been learnt in many situations. A teacher should conduct thorough instruction, i.e. he should cite many examples, relate older knowledge to new knowledge, as often as possible.

Thorough learning or thorough instruction is sure to give maximum transfer. Thorough instruction is only possible through drill, review, discussion and presentation of various examples.

Do not cover the ground. But elaborate on the materials covered. Not only will this method enhance learning but will increase the amount of retention as well as facilitate further learning.

Encouraging Self-Study:

Giving principles, processes, facts, and skills readymade to pupils is not enough. Let them try to give their own version to a principle. Let them try to search out a process. Let them study facts themselves.

Let them discover something for themselves. It has been experimentally found that self-discovery shows more transfer than instruction in which the teacher gives the facts, principles or skills himself.