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Promoting Transfer of Learning to Practice in Online Continuing Professional Development
Ulemu Luhanga1, Weichao Chen, Suzanne Minor
1Dr. Luhanga: Assistant Professor of Medicine, Education Researcher (GME), Emory University School of Medicine, Atlanta, GA. Dr. Chen: Assistant Professor, Assistant Director of Evaluation and Assessment Innovation, Division of Evaluation, Assessment, and Education Research, Baylor College of Medicine, Houston, TX. Dr. Minor: Associate Professor, Assistant Dean for Faculty Development, Herbert Wertheim College of Medicine, Florida International University, Miami, FL. Ms. Drowos: Associate Professor of Family Medicine, Associate Dean for Faculty Affairs, Integrated Medical Science Department, Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL. Ms. Berry: Executive Director, Faculty Life and Instructor, Medical Education, College of Medicine, University of Central Florida, Orlando, FL. Ms. Rudd: Education & Faculty Development Manager, Virginia Tech Carilion School of Medicine, Roanoke, VA. Dr. Gupta: Assistant Professor, Department of Internal Medicine, Morsani College of Medicine, University of South Florida, Tampa, FL. Dr. Bailey: Associate Professor/Associate Dean for Faculty Development, Office of Faculty Affairs, Virginia Commonwealth University School of Medicine, Richmond, VA.
Effective online continuing professional development (CPD) requires applying educational theories to enhance learning transfer. Strategies include leveraging Self-Determination Theory, Practical Inquiry, Virtual Communities of Practice, and Professional Learning Networks for better knowledge application.
Area of Science:
- Education
- Professional Development
- Online Learning
Background:
- Continuing professional development (CPD) faces challenges in transferring online learning to practice.
- Four key factors influence learning transfer: learner characteristics, instructional design, content, and environment.
Purpose of the Study:
- To explore how educational theories can enhance online CPD and learning transfer.
- To identify specific theories applicable to online learning environments.
Main Methods:
- Review of four educational theories/frameworks relevant to online CPD.
- Discussion of how these theories address factors influencing learning transfer.
Main Results:
- Self-Determination Theory can boost motivation through flexibility and choice in online formats.
- Practical Inquiry Model supports knowledge application via reflection and dialogue.
- Virtual Communities of Practice and Professional Learning Networks facilitate peer learning and informal knowledge sharing.
Conclusions:
- Integrating educational theories into online CPD design is crucial for maximizing learning transfer.
- These frameworks offer practical strategies for educators to improve online CPD effectiveness and knowledge application.
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