Motivation of students in higher education to transfer learning: a scoping review
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Date
2021-01
Authors
Bredenkamp, Doreen
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Background: Motivation is a critical factor in students’ performance, productivity and transfer of learning. Even when students have the right skills, education, and support from peers and or educators, they would not be able to use knowledge learned in one context to solve a problem in a new context without motivation. Purpose: The purpose of this scoping review was to describe and summarise the literature on motivation to transfer learning in higher education and to identify the gaps regarding the research topic. Methodology: Scoping reviews are used to determine the extent, range, and nature of the scientific literature. The nine-step descriptive, analytical method of conducting a scoping review was used, as described by Peters et al. (2020: 413) in the methodology manual of the Joanna Briggs Institute (JBI). The researcher used an organised process with the help of an experienced librarian and two co-researchers to identify articles that included all the words in the title of the research. The studies were independently screened for eligibility by the researcher and co-researchers during three rounds of review (title, abstract and full-text). Results: The results of this scoping review were presented in a descriptive, diagrammatic and tabular format that aligns with the review question and objective. Of the 84 articles identified, 60 titles, 4 abstracts, and 20 full-text articles were screened for eligibility. The review included 8 studies. Findings and limitations: Findings – A combination of the various of factors, influencing the motivation to transfer learning is proposed, suggesting further research to build a strong transfer theory in higher Background: Motivation is a critical factor in students’ performance, productivity and transfer of learning. Even when students have the right skills, education, and support from peers and or educators, they would not be able to use knowledge learned in one context to solve a problem in a new context without motivation. Purpose: The purpose of this scoping review was to describe and summarise the literature on motivation to transfer learning in higher education and to identify the gaps regarding the research topic. Methodology: Scoping reviews are used to determine the extent, range, and nature of the scientific literature. The nine-step descriptive, analytical method of conducting a scoping review was used, as described by Peters et al. (2020: 413) in the methodology manual of the Joanna Briggs Institute (JBI). The researcher used an organised process with the help of an experienced librarian and two co-researchers to identify articles that included all the words in the title of the research. The studies were independently screened for eligibility by the researcher and co-researchers during three rounds of review (title, abstract and full-text). Results: The results of this scoping review were presented in a descriptive, diagrammatic and tabular format that aligns with the review question and objective. Of the 84 articles identified, 60 titles, 4 abstracts, and 20 full-text articles were screened for eligibility. The review included 8 studies. Findings and limitations: Findings – A combination of the various of factors, influencing the motivation to transfer learning is proposed, suggesting further research to build a strong transfer theory in higher education, including the full spectrum of factors on the transfer of learning model. The review highlighted the development of instruments to assess the same concepts and variables, and test the multidimensionality of the motivation to transfer learning in higher education more completely. Furthermore, the review proposes a concept analysis of motivation to transfer learning be done in higher education as part of health sciences to ensure that educators and researchers are able to characterise and understand what motivate students to transfer learning to improve the quality of education and healthcare delivered. Limitations – Prior research studies relevant to the scope of this review were limited. This limitation can be considered as a significant opportunity for this review to identify new gaps in the prior literature and to present the need for further development in the area of this review. Practical implications: The current literature highlights many factors influencing the transfer regime in the context of human resource development, but unfortunately, not much work has been done in higher education, especially in the field of health sciences. To improve the effectiveness of transfer of learning, we advocate that more in-depth qualitative research is required that involves other stakeholders such as students and educators. Further research should also investigate which variables make a difference in the complex process of motivation of students in higher education to transfer learning. A better understanding of the concept of motivation to transfer learning, the variables, and developing a theory, including the spectrum of variables influencing motivation to transfer learning, will assist educators to design more structured and evidence activities that ensure the motivation of students to transfer learning to the workplace, improving the delivery of healthcare. Value: This scoping review contributes to the dormant higher education transfer literature by prosed a combination of variables that provides a theoretical basis for building a strong theory/model on motivation to transfer learning for higher education.
Description
Keywords
Dissertation (M.Soc.Sc. (Nursing))--University of the Free State, 2021, Transfer of knowledge or learning, Motivation to transfer, Student, Higher education, Human Resource Development