Supporting Transfer of Learning: Practice-based considerations on the applicability of transfer literature in online design

This paper argues that a recently completed ethnographic study of teacher practice can qualify the use of research when designing learning. The ethnographic study brings practice-based considerations to the design-research in a PhD-project and to a national online competence development project for school teachers. The PhD-project is inspired by design-based research and the research into learning transfer. It aims to evaluate if, how, and why an online facilitated, collaborative learning solution can improve the teaching practices of science teachers in Danish elementary schools. Based on the ethnographic study, this paper attempts to answer the following questions: what characterizes the work environment at the
schools, specifically in regards to collegial support, organizational support, and manager support? How does the empirical research relate to the learning transfer literature? Do these characteristics give rise to reconsiderations of applying learning transfer research when designing for competence development?