<P> Some theorists argue that transfer does not even occur at all . They believe that students transform what they have learned into the new context . They say that transfer is too much of a passive notion . They believe students, instead, transform their knowledge in an active way . Students don't simply carry over knowledge from the classroom, but they construct the knowledge in a way that they can understand it themselves. The learner changes the information they have learned to make it best adapt to the changing contexts that they use the knowledge in . This transformation process can occur when a learner feels motivated to use the knowledge--however, if the student does not find the transformation necessary, it is less likely that the knowledge will ever transform </P> <P> There are many different conditions that influence transfer of learning in the classroom . These conditions include features of the task, features of the learner, features of the organization and social context of the activity . The features of the task include practicing through simulations, problem - based learning, and knowledge and skills for implementing new plans . 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 . There are structural techniques that can aid learning transfer in the classroom . These structural strategies include hugging and bridging . </P> <P> 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 and desirable difficulties . </P> <P> 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 . </P>

One of the educational implications of the learning theory discussed in chapter 2 of the text is