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Transfer of learning is a very simple concept with profound implications for teaching efficacy. In basic terms, it is a learner's ability to apply information and skills learned outside the context in which it was originally acquired.

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When a learner has successfully applied past experiences of learning to solve new problems, we can call this positive transfer. If past learning and experiences interferes with a learner's ability to solve a current problem, that is negative transfer. There are many different terms and applications for the idea of negative transfer.

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Transfer is specific when it is done within a narrow subject. For example, learning a new knitting technique is usually only transferred to other knitting projects.

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Transfer is general when it is applied to many different subjects. For example, the information learned in a computer technology class can be generalized to many different aspects of life, not just that specific class.

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Near transfer is when the original information is transferred to a situation very similar to the original learning environment, and far transfer is very different from the original. For example: learning about colors and applying that to a paint by number is near transfer, applying it to a lesson on art history is a far transfer.

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Transfer is said to be low road when it takes littler mental effort to apply the transfer. It doesn't take too much mental effort to apply knowledge about cooking to making an omelet.

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Transfer is high road when it takes more mental effort to apply. For example, applying the learning theories learned in this class to the actual situation in the classroom will be a high road transfer.

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One method of ensuring positive transfer is overlearning. This is a process of learning past the point of mastery.

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When students are first learning in the acquisition phase, students should be exposed to strategies for transfer and shown how to rehearse them. During the retention phase, learners continue to practice. Lastly during the transfer phase, learners should be given new and differing problems and encouraged to use previous information.