Taking Affective Learning in Digital Education One Step Further: Trainees’ Affective Characteristics Predicting Multicontextual Pre-training Transfer Intention

Testers, Laurent; Gegenfurtner, Andreas; Brand‐Gruwel, Saskia

doi:10.3389/fpsyg.2020.02189

Cited by 17 publications

(16 citation statements)

References 91 publications

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“…Perceived behavioral control is conceptually equal to self-efficacy (Ajzen, 2020); transfer self-efficacy reflects the trainees' perceptions associated with their ability to transfer training and take control of its application. Transfer intentions are defined as indications of trainees' readiness to transfer training (Quesada-Pallarès, 2012;Testers et al, 2020). According to the theory of planned behavior, attitudes, social norms, and self-efficacy are associated with behavioral, normative, and control beliefs.…”

Section: Theory Of Planned Behaviormentioning

confidence: 99%

Transfer of training among non-traditional students in higher education: Testing the theory of planned behavior

Gegenfurtner

Testers

2022

Front. Educ.

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This study tested the predictive validity of Ajzen’s theory of planned behavior with a sample of 182 non-traditional students in higher education to develop our understanding of non-traditional students’ intentions to transfer trained knowledge and skills from university courses to the workplace. After completing their courses, a survey measured behavioral, normative, and control beliefs, transfer attitudes, perceived social norms, transfer self-efficacy, and transfer intentions. One year later, a follow-up survey measured transfer of training. Partial least squares-based structural equation modeling (PLS-SEM) revealed that behavioral beliefs were positively associated with transfer attitudes, normative beliefs were positively associated with social norms, and control beliefs were positively associated with self-efficacy. Transfer attitudes and transfer self-efficacy predicted transfer intentions. Social norms, however, were non-significantly associated with intentions. Transfer intentions and transfer self-efficacy predicted transfer 1 year after training. These findings are discussed in terms of their predictive validity of Ajzen’s theory and their educational implications for non-traditional students enrolled in higher education programs.

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Section: Theory Of Planned Behaviormentioning

confidence: 99%

Transfer of training among non-traditional students in higher education: Testing the theory of planned behavior

Gegenfurtner

Testers

2022

Front. Educ.

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“…Term of training transfer and learning transfer commonly used in tandem in the literature (Testers, Gegenfurtner, & Brand-Gruwel, 2020). However, in short, it gives a different meaning.…”

Section: Learning Transfermentioning

confidence: 99%

“…However, in short, it gives a different meaning. Testers et al, (2020) explains training transfer is sub-set of the learning transfer. This means the training transfer of part of the learning transfer.…”

Section: Learning Transfermentioning

confidence: 99%

“…It clearly shows that the learning transfer act in a broader context than the training transfers. Although terms of training and learning is often used synonymously, but it also gives different meaning (Testers et al, 2020). This is because the term training refers to do specific skills and more focused on the task and specific learning outcomes.…”

Section: Learning Transfermentioning

confidence: 99%

“…Yet Ford et al, (2018) emphasize the word generalization and maintenance in defining the learning transfer. The literature found, many researchers use the term in learning transfer is to generalize the skills required in the phase of training to the workplace environment and retention (the learning) skills is continuously all the time (Rahman 2020; Testers et al 2020;Ng & Ahmad, 2018). This is because the generalization is how trainees apply the knowledge acquired from the training to the work environment, although different scope of work.…”

Section: Learning Transfermentioning

confidence: 99%

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Learning Transfer Exploration Model from Skill Institute to Workplace, PLS-SEM Approach

Yunus¹,

Razali

Affandi

et al. 2021

JTET

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Skills and job mismatch issues have become common and recurring issues in Technical and Vocational Education Training (TVET). This issue is associated with the transfer of learning that involves various factors such as the area of training, certification level, curriculum, instructors, facilities and resources and industry recognition. In line with the Baldwin & Ford model, learning transfer involves three major factors such as the trainee’s characteristics, the training design and working environment. Therefore, identify the factors which contribute to the effective transfer of learning is necessary. This study attempts to identify which factors are contributing to learning transfer based on National Occupational Skill Standard (NOSS) system in skill institutes in Malaysia to workplace. This is because the lack of relevant studies related to the learning transfer on the NOSS system and at once makes it difficult to emphasize the factors to be considered for effective transfer of learning. The design of the survey study through the distribution of questionnaires to 309 Malaysian Skills Certificate trainees was done to generalize the study findings. This study used the Partial Least Squares-Structural Equation Modeling (PLS-SEM) tool to validate the model. PLS-SEM is choose because it can predict and explain constructs target. Then it can explore the relationship between the construct. Besides that, PLS SEM is chosen because this method can be done on complex structure equation model that consists more constructs and indicators. PLS-SEM can also control both a reflective and formative constructs. Findings indicate that work environment and training design positively influences learning transfer be represented by generalization and retention construct. The findings provide useful insight and information regarding the learning transfer that correlate with mismatch issues that policy makers, training provider, employers and trainees need to consider to produce highly skill workers subsequently completed this skills mismatch issue.

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Unique practices in teaching affective learning in a higher education applied curriculum

Mais‐Thompson,

Brown,

Paul

2024

The Curriculum Journal

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Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.

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Taking Affective Learning in Digital Education One Step Further: Trainees’ Affective Characteristics Predicting Multicontextual Pre-training Transfer Intention

Cited by 17 publications

References 91 publications

Transfer of training among non-traditional students in higher education: Testing the theory of planned behavior

Transfer of training among non-traditional students in higher education: Testing the theory of planned behavior

Learning Transfer Exploration Model from Skill Institute to Workplace, PLS-SEM Approach

Unique practices in teaching affective learning in a higher education applied curriculum

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