Learning Transfer & Cognitive Load

Learning Transfer

When discussing learning transfer—the ability to apply previous knowledge, skills, and strategies to new contexts or situations—we should also be mindful of our learners’ cognitive load. Cognitive load refers to the amount of information that working memory can hold at one time. Information processing occurs through sensory, working, and long-term memory. Sensory memory filters information and retains what seems most important, passing it to working memory, which can handle about 5-9 chunks of information at once. This information is categorized and then stored in long-term memory as knowledge structures known as schemas.

Scaffolding learning—or teaching prerequisite skills before introducing more complex topics—helps learners build schemas that extend their working memory’s capacity for understanding sophisticated concepts. Additionally, McClusky’s Theory of Margin suggests learners experience greater perseverance and success when their power (available resources in learners’ lives) exceeds their load (demands placed by themselves or society).

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From Learning to Application: What Makes Knowledge Stick

Learning TransferÌýis the ability to apply previously acquired knowledge to new contexts. Baldwin and Ford’s foundational research identifies key factors influencing learning transfer:

  • Learner Characteristics: Ability, motivation, and personality.
  • Training Design: Principles of learning, sequencing, and content.
  • Learning Environment: Support systems and opportunities to apply skills.

Broad and Newstrom expanded this framework to include additional dimensions in order to capture the broader organizational, contextual, and social factors that influence whether learning is successfully applied in real-world settings:

  1. Program participants
  2. Program design
  3. Program content
  4. Required changes for learning application
  5. Organizational context
  6. Societal and community factors

Culture is another essential factor in learning transfer. Because learning is both social and context-dependent, cultural backgrounds, values, and norms can deeply influence how knowledge is acquired, interpreted, and applied across different settings.
In the classroom, this might look like students drawing on culturally specific examples in discussions, interpreting case studies differently based on lived experiences, or needing varied forms of support to connect course content to their own contexts.

Designing for Learning Transfer: Strategies and Considerations

According to Leimbach (2010), learning transfer activities can be categorized as follows:

1. Learner Readiness Activities:

  • Address learner motivation
  • Practice skills and integrate knowledge
  • Align learning to future career goals

2. Learning Transfer Design Activities:

Gen Z
  • Include practice and modeling
  • Set learning goals
  • Frequently review applications

3. Organizational Alignment Activities:

  • Provide coaching and guidance from instructors
  • Encourage peer review and learner-to-learner interactions
  • Ensure relevance by connecting content to real-world contexts
  • Foster a growth mindset

Key Questions to Consider:

  • How do we ensure learners are ready for the learning event?
  • What is the best way to help learners set meaningful goals?
  • What forms of practice and modeling suit the course content and learner group?
  • How can we support learners in reviewing and applying new knowledge?
  • How do we align the course to support skill application?
  • Are instructors equipped to coach and support learners?
  • Does the course culture support or hinder learning application? How can it be improved?

Additional ConsiderationsÌý

  • Remember to mitigate cognitive load by scaffolding learning
  • Foster cultural awareness to support knowledge transfer in diverse learning environments
  • Build learner resilience by aligning provided resources with course/learning demands

Next Steps

Effective learning transfer requires ongoing attention during instructional design and implementation. Revisit these strategies regularly and adapt them based on learner needs and evolving educational contexts for best practice in course design.

Resources and Tools

Brion, C. (2021). Culture: The link to learning transfer.ÌýAdult Learning, 33(3), 132-137.Ìýhttps://doi:10.1177/10451595211007926

Leimbach, M. (2010). Learning transfer model: A research-driven approach to enhancing learningÌý
effectiveness.ÌýIndustrial and Commercial Training, 42(2), 81-86.Ìýhttps://doi.org/10.1108/00197851011026063