A conceptual framework for educational design at modular level to promote transfer of learning

Abstract

Yvonne Botma, School of Nursing (99) AbstractStudents 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: 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.

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

“…As it may appear, a clear definition and understanding of learning outcomes is the central element of any educational design and implementation strategy. Learning activities, clinical learning environment and assessment tasks need to reflect the learning outcomes to motivate students to learn and ensure knowledge transfer (Botma, et al, ). The need for the alignment is further highlighted in a study by Tiwari et al, () suggesting that assessment tasks rather than the curriculum determine student learning activities and interest.…”

“…If learning outcomes are constructively aligned with learning activities which occur within a well established community of learning, the authors hold the view that the professional and bureaucratic work conflict could be minimized. Reduced conflict will provide ample opportunities for students to activate existing knowledge, engage new information, demonstrate competence and apply skills in the real world (Botma et al, ).…”

“…The main challenge with these approaches appears to be the lack of support from other personnel in the clinical learning environment who have not been outwardly assigned the responsibility of supporting student learning (Corlett, ; Dahlke & Hannesson, ; Killam & Heerschap, ). Botma, Rensburg, Coetzee, & Heyns () suggested the establishment of a community of learning consisting of students, facilitators and clinicians guided by clear learning outcomes, as a prerequisite for theory‐practice integration. Experiences of the TPG may be varied due to differences in pedagogical approaches and healthcare environments between more technologically advanced countries and resource‐constrained settings.…”

Examining the Disconnect Between Communities of Practice Learning Theory and Educational Practices in the PharmD Program in Qatar

“…45 Likewise, Botma and colleagues noted that teaching and learning activities should ideally be aligned with outcome and assessment tasks through the development of conceptual frameworks for educational design. 46 The pedagogical issues associated with a lack of consideration of communities of practice learning theory in the design and implementation of the QU PharmD program have led to the proposal of a case study-developed theory about the interplay between learning theories and educational practices that has three main aspects. The first aspect addresses the need for the explicit rather than implicit implementation of learning theories in education programs, suggesting that the education program should aim to achieve the no disconnect level.…”

What went wrong? A critical reflection on educator midwives’ inability to transfer education knowledge

“…As facilitators, it is the educators' responsibility to create situations and learning activities that afford students the opportunity to think and integrate information between components and between tasks. [8,18,19] Scaffolding was again explained as a process that moves students from a well-structured problem to ill-structured applied problems, which encourage more elaborate and robust processing and integration of course concepts and content. [20] The participating educator midwives were encouraged to integrate knowledge, skills and attitude components as foundational knowledge, and then progress to conditional knowledge with integration of clinical information, which culminates in functional knowledge as evidenced by sound clinical judgment.…”