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The aim of this study was to analyse how a continuous online training course was designed to foster learning transfer and participants’ opinions regarding the design properties themselves, in order to then identify how far these perceived and valued elements allow them to transfer the learning from the course themselves. After determining deductive categories from previous studies, a qualitative analysis of the three data sources was performed, namely, those originating from the guidance documents for the analysed course, as well as a reflective training activity and interviews with the subjects. With the help of the NVivo software and its triangulation, we then determined that the course was indeed designed to foster transfer and that its evaluation by course participants and the incidence of the design elements remains the same regardless of whether the content has been transferred or not. This confirms the general theory that when a course is well oriented towards fostering transfer, even in the context of continuous and online ICT training for teachers, it enables the transfer of immediate learning, especially when emphasis is placed on training activities that reflect on practice.

Trainee Perceptions of Instructional Design in Continuous Online Training and Learning Transfer