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TitelPredictors of collateral learning transfer in continuing vocational training
Autor
OriginalveröffentlichungInternational journal for research in vocational education and training 1 (2014) 1, S. 35-56
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Schlagwörter (Deutsch)Berufsbildung; Wissenstransfer; Transfer; Ausbildungsinhalt; Lerninhalt; Arbeitsleistung; Empirische Untersuchung; Deutschland
TeildisziplinEmpirische Bildungsforschung
Berufs- und Wirtschaftspädagogik
DokumentartAufsatz (Zeitschrift)
ISSN2197-8646
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training) and performance field (work context) act simultaneously, the presented study investigated whether there are already situations in the work context which allow the application of newly acquired knowledge in parallel with the training. The main focus lies in the identification of predictors of learning transfer that takes place alongside the training participation and in the investigation of their causal relationships. Using structural equation modelling five latent variables were identified which have a significant effect on learning transfer parallel to the training – the so called collateral learning transfer. These five predictors explain together 62% of the variance of collateral learning transfer (gathered as performance improvement at work). (DIPF/orig.)
weitere Beiträge dieser ZeitschriftInternational journal for research in vocational education and training Jahr: 2014
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Eintrag erfolgte am16.04.2015
Empfohlene ZitierungHinrichs, Anja-Christina: Predictors of collateral learning transfer in continuing vocational training - In: International journal for research in vocational education and training 1 (2014) 1, S. 35-56 - URN: urn:nbn:de:0111-pedocs-104322
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