Abstract
The authors wish to acknowledge the advice of Gavriel Salomon and William Winn on an earlier version of this manuscript.
Evidence is presented to establish that instructional technology applications often result in transfer of framing failures. These failures are attributed to the inappropriate mixing of behavioral and cognitive instructional design models. The principles that underlie transfer are described. It is then suggested that in order to achieve transfer we must carefully match levels of transfer, types of learning objectives, and student aptitude levels in order to select instructional methods, Specific suggestions are made for instructional design prescriptions that support different levels of fransfer for different types of learning objectives and learners, Suggestions for needed research are also included.
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Clark, R.E., Voogel, A. Transfer of training principles for instructional design. ECTJ 33, 113–123 (1985). https://doi.org/10.1007/BF02769112
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DOI: https://doi.org/10.1007/BF02769112