Editing Learning theory (education) (section)

====Techniques and benefits of transfer of learning====
There are many different conditions that influence transfer of learning in the classroom.<ref name="Cormier, S.M 2014">Cormier, S.M. and Hagman, J.D. eds., 2014. Transfer of learning: Contemporary research and applications. Academic Press.</ref> These conditions include features of the task, features of the learner, features of the organization and social context of the activity.<ref name="McKeough, A. 2013">McKeough, A., 2013. Teaching for transfer: Fostering generalization in learning. Routledge.</ref> The features of the task include practicing through simulations, problem-based learning, and knowledge and skills for implementing new plans.<ref name="McKeough, A. 2013"/> The features of learners include their ability to reflect on past experiences, their ability to participate in group discussions, practice skills, and participate in written discussions. All the unique features contribute to a student's ability to use transfer of learning.<ref name="Cormier, S.M 2014"/> There are structural techniques that can aid learning transfer in the classroom. These structural strategies include hugging and bridging.<ref name="Harris, S. 2008">Harris, S., Lowery-Moore, H., & Farrow, V. (2008). Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership. Theory Into Practice, 47(4), 318-326. doi:10.1080/00405840802329318</ref>

Hugging uses the technique of simulating an activity to encourage reflexive learning. An example of the hugging strategy is when a student practices teaching a lesson or when a student role plays with another student. These examples encourage critical thinking that engages the student and helps them understand what they are learning—one of the goals of transfer of learning<ref name="Harris, S. 2008"/> and [[desirable difficulties]].

Bridging is when instruction encourages thinking abstractly by helping to identify connections between ideas and to analyze those connections. An example is when a teacher lets the student analyze their past test results and the way they got those results. This includes amount of study time and study strategies. Looking at their past study strategies can help them come up with strategies to improve performance. These are some of the ideas important to successful to hugging and bridging practices.<ref name="Harris, S. 2008"/>

There are many benefits of transfer of learning in the classroom. One of the main benefits is the ability to quickly learn a new task. This has many real-life applications such as language and speech processing. Transfer of learning is also very useful in teaching students to use higher cognitive thinking by applying their background knowledge to new situations.<ref>Yang, L., Hanneke, S., & Carbonell, J. A Theory of Transfer Learning with Applications to Active Learning. Carnegie Mellon University.</ref>