Here, There, and Anywhere: Transfer of Learning

Oct 15, 2026

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Here, There, and Anywhere: Transfer of Learning examines literacy instruction goals beyond classroom mastery, emphasizing transfer across subjects, settings, and everyday life. Drawing on seminal and contemporary research, it explains why learned knowledge may be hard to recall or apply in new contexts and how educational structures aim to build from simpler to more complex skills. The article then links transfer to effective classroom practice: experiential learning, supportive safe environments, scaffolding prior knowledge, and fostering confident engagement so skills become usable in varied situations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Here - In the Classroom

Here, There, and Anywhere: Transfer of Learning Deanne Camp, Missouri State University Introduction Sam-I-Am, from the Dr. Seuss book, Green Eggs and Ham, tried many ways over a period of time before his friend agreed that he did, indeed, like the unique foods of green eggs and ham. Infact, he ultimately liked them here, there, and anywhere. A goal of literacy instruction is not only to teach students mastery of knowledge for immediate use in the classroom (here); but to, also, teach students to transfer the acquired learning to other subject areas and similar situations (there) . Then, further, impress upon students to use the learned information outside of class in their everyday lives and in the future (anywhere) . In a classic study, Desse (1958) stated “Thereis no more important topic in the whole psychology of learning than transfer of learning” (p. 213) . He further emphasized,“Practically all educational and training programs are built upon the fundamental premise that human beings have this ability to transfer what they have learned from one situation to another”(p. 213) . In a more recent study, Illeris (2010) stated the problem of transfer of learning has been an ongoing issue for more than a century. He stated the problem is “that what has been learned in one context often can be difficult to recall and apply in a different context”(p. 137) . Public education in the United States is sequenced in such a manner that a skill learned atone level is then transferred to a more complex skill at yet a higher level. In addition, the individual concepts or grade-level-expectations based on state Standards are designed this way. Bransford, Brown, and Cocking (1999) stated,“Educators hope that students will transfer learning from one problem to another within a course, from one year in school to another, between school and home, and from school to the workplace”(p. 39) . Graff (2010) emphasized most discussions of learning must eventually focus on transfer of learning. He continued with,“…our goal as teachers is not only to improve students‟ performance in the immediate moment of instruction but also to help them develop skills that they can take to future classes and experiences outside of school”(p. 377) . Baldwin and Ford (1988) defined transfer of learning “as the extent to which the knowledge, skills, and abilities acquired…can be applied, generalized, and maintained over time”(p. 63) . Transfer of learning is further defined as, “prior learning affecting new learning or performance” (Cree & Macaulay, 2000, pp. 2-3) . Perkins and Salomon (1992) stated transfer of learning “occurs when learning in one context or with one set of materials impacts on performance in another context or with other related materials” (p. 2) . They also emphasized, “metacognitive reflection on one‟s thinking processes appears to promote transfer of skills”(Perkins & Salomon, 1992, p. 5) . It is imperative, then, that critical thinking and problem-solving skills be taught in a manner whereby they become automatic for students and they are able to use those skills in varying situations beginning in the early grades. Throughout this article are comments from graduate students, who are also classroom teachers, enrolled in a master‟s level online literacy education course during a discussion about transfer of learning. The comments allow us to see the practical side of the transfer of learning research and how it affects students‟ literacy development. LaDonna, graduate student and second grade teacher, explained transfer of learning by stating,“Teachers have to make sure students understand and tuck the learning into their schema before moving on.” In this way, transfer of learning occurs here, there, and anywhere. Here – In the Classroom The classroom where active learning occurs is a highly desirable place for students to practice new learning. Kolb (1984) stated learning is “formed and reformed through experience”(p. 28) . Therefor

FAQs

What is the main goal of literacy instruction discussed in the article?

The article emphasizes teaching students not only to master knowledge in the classroom, but also to transfer that learning to other subjects, situations, and everyday life. It further stresses using learned information beyond class and in the future.

Why is transfer of learning difficult in different contexts?

The article notes that what is learned in one context can be difficult to recall and apply in a different context. This challenge drives the need for instructional approaches that support generalization.

How do classroom conditions support transfer of learning?

The article argues that effective teachers create a safe environment for trying new learning, making mistakes, and learning from those mistakes. It also highlights scaffolding prior knowledge and building confident engagement so students can apply skills in varying situations.

Oct 15, 2026

Upload by jayni