scholarly journals Enhancing Transfer of Learning from Seminary Classes to Pastoral Ministry

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Seth J Nelson
Keyword(s):  
Transfer Of Learning ◽  
Educational Program ◽  
Theological Education ◽  
Learning Transfer ◽  
Pastoral Ministry ◽  
Learning Activities ◽  
Attitudes And Beliefs ◽  
Learner Characteristics ◽  
Clergy Education ◽  
Affect Transfer

The author provides an overview of the research on transfer of learning and makes application to theological education and pastoral training. The author defines the concept and contextualizes it for clergy education as: the effective and continuing application by student pastors to their performance of ministry of knowledge, skills, attitudes, and beliefs gained through seminary learning activities. The author surveys several of the most significant models of learning transfer, including Baldwin & Ford’s (1988) seminal model, and discusses the three broad variables that affect transfer: individual learner characteristics, the design of the educational program, and the context of the work and ministry environment. The article concludes with ten recommendations for enhancing transfer of learning from seminary classes to pastoral ministry.

A Scoping Review of Interventions Aimed at Improving Knowledge, Detection Practices and Management of Dementia among Health Professionals (Preprint)

2020 ◽  
Author(s):  
Krishna Krishna Prasad Pathak
Keyword(s):  
Health Care ◽  
Scoping Review ◽  
Health Professionals ◽  
Educational Program ◽  
Best Practice ◽  
Intervention Studies ◽  
Educational Interventions ◽  
Learning Activities ◽  
Inclusion Criteria ◽  
Improving Health Care

BACKGROUND Health professionals (HPs) play a key role in dementia management and detection. However, there is a gap in the literature as to what represents best practice with regard to educating HPs to improve their dementia detection practices and management. OBJECTIVE The objective of this scoping review is to synthesize the aggregated studies aimed at improving health care knowledge, detection practices and management of dementia among HPs. METHODS We searched electronically published relevant articles with inclusion criteria; (1) intervention studies aimed at improving HPs practices concerning dementia care and (2) educational interventions focused on nurses and doctors’ knowledge, detection practice and management of dementia. Twenty-five articles fit the inclusion criteria. RESULTS Collaborative programs of practice based workshops, interactive learning activities with community and multi-faced educational program were the most effective. CONCLUSIONS HPs should be supported to improve their knowledge, tackle behavioural problems associated with dementia, be made aware of services and be enabled to engage in more early diagnosis. CLINICALTRIAL no applicable

scholarly journals Beyond the afterglow: Effective transfer of learning through instructional design

2020 ◽  
Vol 8 (1) ◽  
pp. 173-186
Author(s):  
John P Egan
Keyword(s):  
Community Of Practice ◽  
Transfer Of Learning ◽  
Course Design ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Activities ◽  
Practice Transfer ◽  
Effective Transfer ◽  
Study Participants ◽  
Specific Learning

This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.

Finding the Critical Few

2016 ◽  
pp. 127-157
Author(s):  
Paul Donovan
Keyword(s):  
Regression Analysis ◽  
Behavior Change ◽  
Transfer Of Learning ◽  
Learning Transfer ◽  
Development Program ◽  
Training Transfer ◽  
Assessment Report ◽  
Evaluation Practice ◽  
Successful Case

The purpose of this chapter is to describe a successful case study of evaluation and learning transfer in a Global CRO (ICON) located in Dublin, Ireland. The case study focuses on a management development program entitled Management Essentials Two. The evaluation element of the exercise engaged the theories of Kirkpatrick and Phillips as a fundamental approach. The outcomes of the program that were measured included Levels one, two and three of both models. Post program behavior change was selected as a measure of transfer. In a departure from standard evaluation practice the case study employed an original inventory, “System of Training Transfer Assessment Report” (STAR), to measure the factors leading to transfer (Donovan & Darcy, 2011). Regression analysis was used to identify four factors that were critical to transfer of learning at ICON. Lessons for ICON, practitioners, and researchers are drawn.

scholarly journals Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Douglas D. Agyei ◽  
Joke Voogt
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
School Environment ◽  
Transfer Of Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Professional Development Program ◽  
Learning Activities ◽  
Font Size ◽  
Enhanced Activity

<span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;"> <p>This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.</p><p class="MsoNormal" style="margin: 0in 28.1pt 0pt; text-align: justify; line-height: normal;"> </p> <p class="MsoNormal" style="margin: 0in 0in 10pt; text-align: justify;"><span lang="NL"><span style="font-family: Calibri;"> </span></span></p> </span>

Conclusion

2021 ◽  
pp. 244-260
Author(s):  
Larry Abbott Golemon
Keyword(s):  
Best Practices ◽  
Public Engagement ◽  
Liberal Arts ◽  
Theological Education ◽  
Clergy Education ◽  
The Social ◽  
German Model ◽  
And Function ◽  
Pure Research

The conclusion argues that the historic preparation of the clergy for public engagement diminished significantly with the realignment of theological education with the modern university. Shifting from a liberal arts paradigm to a university model of specialization (academically and professionally) had the effects of (1) narrowing engagement with the social arenas of culture building, (2) shifting the nature of religious charisma and authority, (3) circumscribing the place and function of public oratory, (4) reshaping theology in relation to a generalized ideal of science, (5) developing new theologies that begin to marginalize confessional and ritual traditions, and (6) leading to the growing divide in the curriculum between the “pure research” of the German model verses the vocational pragmatism of the American approach. The book concludes with “best practices” from earlier clergy education that have much to offer contemporary reforms.

Profile Learning Math in Context of the Implementation of the Federal State Educational Standard of General Education

2016 ◽  
Vol 4 (5) ◽  
pp. 21-30
Author(s):  
Боженкова ◽  
Liudmila Bozhenkova ◽  
Васильева ◽  
Marina Vasileva
Keyword(s):  
General Education ◽  
Educational Program ◽  
Goal Orientations ◽  
Learning Activities ◽  
Federal State ◽  
Educational Standard ◽  
Learning Mathematics ◽  
Stages Of Learning ◽  
Learning School ◽  
State Educational

Consideration of the industry-specifi c training in relation to the basic and advanced levels of the basic educational program is justifi ed. The specifi cs of the functioning of methodical system learning in profi le of learning mathematics is considered. The planned results of learning school mathematics in the cognitive area are considered in accordance with the stages of learning activities. These “goal-orientations” are aimed at the formation of cognitive and regulatory universal educational actions. Subject and metasubject results are concretized taking into account the specifi cs of mathematics. The authors marked the skills that characterize the achievement of the planned results for the basic and advanced levels. Planned results in the fi eld of emotionally-valuable attitude to the process of learning mathematics are directed on formation of communications affi rmative and regulatory universal educational actions. As an example the planned results of studying of the topic “Сomplex numbers” are presented. The authors describe the principles of organization of profi le training mathematics in the conditions of informatization of education.

scholarly journals Mentoring Activities in a Summer School

2013 ◽  
Vol 3 (S1) ◽  
pp. 16 ◽  
Author(s):  
José Couto Marques ◽  
Maria Teresa Restivo ◽  
Maria Fátima Chouzal
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Summer School ◽  
Learning Activities ◽  
Research Projects ◽  
Font Size ◽  
Knowledge Based ◽  
Vocational Orientation ◽  
University Life ◽  
Popular Initiative

<span style="font-size: 10pt; layout-grid-mode: line; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">Universidade J&uacute;nior is a very large educational program for the promotion of knowledge among pre-university children and teenagers launched in 2005 by U.Porto. This extremely popular initiative is currently attracting around 5000 students per year for a variety of learning activities and small research projects offered by the 14 Faculties of U.Porto during July and September. Besides providing a foretaste of university life and vocational orientation, they also give the youngsters a strong incentive to continue their studies into higher education and a knowledge-based career. A key element to the success of this process is the mentoring activity that is developed at two levels: between faculty and the junior tutors and between these and the young students.</span>

scholarly journals An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Sandra Johnston ◽  
Robyn Nash ◽  
Fiona Coyer
Keyword(s):  
Mixed Methods ◽  
Clinical Reasoning ◽  
Transfer Of Learning ◽  
Nursing Student ◽  
Learning Transfer ◽  
Intervention Group ◽  
Cognitive Effort ◽  
Control Group ◽  
Significant Difference ◽  
Post Test

AbstractTo aim of this study was to explore undergraduate nursing student (n = 256) perceptions of clinical reasoning ability and learning transfer after participating in either a standard post simulation debriefing or a debriefing based on transfer of learning principles. Background: It is assumed that students will transfer what they have learned from simulation to real world practice, however, some students are unable to identify the relevance of simulated learning experiences if scenarios are dissimilar to clinical placement settings. The nature and extent what is able to be transferred from simulated to real settings is unclear, particularly in relation to complex processes such as clinical reasoning. Transfer of learning to a new situation involves deliberate cognitive effort, including reflection and mindful abstraction of central attributes of a problem. As reflection is a key element in learning transfer, the debriefing element of simulation was seen to be a platform for this study. Method: A convergent parallel mixed methods design used a pre-test, post-test survey and focus group interviews. Results: No statistically significant difference in post-test clinical reasoning scores between groups was found. There was a statistically significant improvement in 12 out of 15 criteria among the control group and in 8 of the criteria among the intervention group. Qualitative findings provided some evidence that learning had transferred to clinical settings. Evidence of “near” transfer was more evident than “far” transfer. Conclusion: Positive findings included that all students perceived they had transferred the skills of patient assessment and effective communication during episodes of patient care. The concept of a “framework” being verbalized by many of the intervention group during practice is a promising finding and may be a useful direction for further research focusing on the instructional demonstration of explicitly promoting a level of abstraction of problems and prompting participants to search for conceptual connections. This may indicate retained idea or concepts from the debriefing which may be useful in future practice.

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