New knowledge is of no value if it is not translated into everyday life! One of the main tasks of trainers is to initiate this transfer through transfer impulses – especially in digitally supported training. We explain based on scientific results how effective digital transfer impulses really are and how you can use them correctly.

Every professional in the continuing education sector has probably heard the term “transfer impulse” at least once. Particularly in the context of digital learning methods, the term continues to come up: The less personal contact there is between trainer and participant, the more important good impulses are to remind participants of what they learned and motivate them to apply it!

Annika Griese's master's thesis explores the term transfer impulse. We summarize the results of the work:

• What is a digital transfer impulse?

• What makes a good transfer impulse?

• How effective are transfer impulses in blended learning?

• How do trainers effectively use transfer impulses in training?

Spent a lot of money, nice catering included, had a lovely day in the hotel. But what happens to what you learned? The learning process doesn’t end there! (Annika Griese)

Annika Griese studied Technical Editing and Multimedia Documentation at the Technical University of Hesse and worked as a freelancer for the HAUFE Academy during her studies, where she created e-trainings, for example.

She was so interested in the topic of digital learning that she dealt intensively with the topic of competency development for specialists and executives through blended learning in her master's thesis.

The high sustainability and multiple application possibilities make blended learning one of the best learning methods in professional training for her.

You can download the complete master’s thesis for free here.

Transfer Impulses Call for Action

The term “transfer impulse” is known to every learning expert – although often under different terms: transfer impulse, transfer component, implementation aid, microlearning – just to name a few terms that many learning experts associate with it.

All these terms ultimately serve the same function: What is learned must be actively applied and consolidated in everyday life, otherwise the continued education is not successful! In meaning, all terms are similar:

• It is a stimulus or push that calls for action.

• It refers to small segments or components of new knowledge.

• Through an action, the new knowledge should change behavior in the long term.

As a trainer, your equation for transfer impulses is therefore:
New knowledge + active application = behavior change

Digital Impulses: Short, Compelling, and Multimedia

On its own, this does not bring you much in practice. To develop a good transfer impulse, three characteristics have proven effective for good digital impulses:

1. A good transfer impulse is short!

In two to a maximum of ten minutes, the participant should have understood the content and the action instructions. The length depends on how often impulses are offered: very short impulses multiple times per week or a slightly longer impulse once a week.

2. A good transfer impulse calls for a specific action!

Good transfer impulses clearly and actively call for action and provide all the information necessary for implementing specific actions. An action does not have to involve interaction – even self-observation or reflection on what has been learned can be an action.

3. A good transfer impulse uses appropriate media!

In the field of digitally supported training, there is a huge selection of media! Proven media include learning and explanatory videos, checklists, observation protocols, and self-tests. The key is that the media are chosen consciously.

The following chart illustrates where good transfer impulses are applied: through transfer impulses, what has been learned is applied – thereby enabling new actions.

Chart: new learning content is consolidated through several transfer impulses and applied after successful transfer. Presentation by: Annika Griese

Practical Implementation in Blended Learning

In face-to-face trainings, the trainer or coach is constantly with the participant, can observe them, and motivate them, but only for a short period of time. This is different in pure e-learnings, where content is provided over a longer duration – and hardly any individual support is possible.

Blended learning combines face-to-face with online training, thus offering a broader range of possibilities for transfer impulses: digital as well as “analogue” methods in direct contact between trainer and participant.

Learn more on our information page: Blended Learning in Practice

What Role Do Digital Transfer Impulses Play in Blended Learning?

Digital transfer impulses are crucial for initiating behavior changes in blended learning but are not solely responsible for the success or failure of a training! For the most comprehensive transfer into everyday life, different transfer methods should be combined to fully exploit the possibilities of blended learning.

Digital transfer impulses are especially effective when used as regular digital reminders. Participants should only be reminded of specific important content from the training to help them sustainably memorize it through frequent recall.

The combination of digital and analogue transfer impulses is also very promising: for example, role plays in face-to-face training can help change behavior long-term in everyday life – especially if you, as a trainer, remind participants of the exercises digitally as well.

Tips for Trainers: Using Transfer Impulses Effectively

When using digital transfer impulses in blended learnings, the following three tips can help you achieve optimal results:

1. Align the impulses with your target group!

“If I throw around fancy multimedia impulses, it still doesn’t help – if they don’t fit the target group!” (Annika Griese)

This means: Analyze who your participants actually are and what changes they really need for their everyday life before developing the transfer impulses. Set appropriate focuses in your content: For example, impulses on the topic of “giving good feedback” can look completely different for a group of experienced executives than for a team of newcomers.

2. Adapt the impulses to the competencies of your participants!

“A lot can be done with digital impulses – but if they don’t resonate with participants, they unfortunately don’t work.” (Annika Griese)

This particularly refers to media competencies: Can your participants actually handle a video? Do they perhaps have comprehension issues with texts? Choose the medium that makes the content easiest for your participants to access. If your target audience can handle various media – then use the digital variety to create diverse impulses.

3. First, develop a concrete concept!

“Spent a lot of money, nice catering included, had a lovely day in the hotel. But what happens with what you learned?” (Annika Griese)

First, think about what the goal of the training or coaching is: What exactly should participants learn? What should change? Once you’re sure you have captured the core point, move on to the next step: develop impulses that specifically target these goals. Without a goal, there are no good transfer impulses!

With these three tips, you can create target- and participant-oriented transfer impulses that make your blended learning sustainable in the long term – and provide your participants with a varied and exciting learning process.

Are you new to the world of blended learning or want to improve your existing concept? Then get our free guide for trainers now and take the first step!