Posted 3:16 p.m. Monday, Oct. 5, 2026
Helping Students Make Connections and Transfer Learning
By Marjorie Bazluki, Senior Instructional Designer
(Edited with AI)
How do I help students draw connections (classes/disciplines/experiences) and apply to new problems?
How to engage students in the task of “why” rather than strictly “what”? To explore beyond the content and see connections/insights.
Think about the courses you took years ago. Which lessons have stayed with you?
Chances are, those lessons have lasted not because you memorized every detail, but because you understood why they mattered and could apply what you learned beyond a single class, assignment, or exam.
The same is true for our students.
Learning becomes more meaningful and enduring when students can connect new ideas to their prior knowledge, personal experiences, future goals, and real-world challenges. When students see those connections, they are often more engaged and motivated—and better prepared to apply what they learn in new situations.
One of our most important roles as educators is to help students recognize and make those connections.
A useful framework for understanding student motivation is Expectancy-Value Theory, which suggests that motivation is shaped by two fundamental questions:
- Can I do this?
- Is this worth doing?
When students believe they can succeed and see value in what they are learning, they are more likely to remain motivated, engaged, and persistent. When they doubt their ability, question the relevance of the work, or both, motivation can decline.
As instructors, we can influence both sides of this equation. We can help students build confidence in their ability to succeed while also helping them understand why the learning matters.
Making Connections Visible
As experts in our disciplines, we naturally see connections among course concepts, professional practice, and real-world challenges. For students, however, those connections are not always obvious.
One effective way to increase engagement and motivation is to intentionally highlight how course content connects to the goals, experiences, and interests that matter to students. When introducing a new concept, consider helping students explore questions such as:
- Where does this show up in the real world?
- How does this prepare me for future learning?
- How might these skills apply to my future career or professional life?
- How could this help me navigate everyday challenges, relationships, or civic responsibilities?
- How does this topic connect to what I have learned in other courses, disciplines, or areas of my life?
While these connections may seem self-evident to us, they often need to be made explicit for students.
When students understand not only what they are learning but also why it matters, they are more likely to see the relevance of their learning and apply it across courses, disciplines, and life experiences. In the process, they gain more than an answer to a question or a solution to a problem. They gain a reason to care.
Why This Supports Transfer
Making connections is also essential to transfer—the ability to apply knowledge and skills in new contexts.
Learning becomes more durable and adaptable when students can recognize patterns, connect ideas across contexts, and use what they know to approach unfamiliar situations. By consistently drawing attention to these connections, we help students move beyond memorization and toward meaningful application.
Sometimes, transfer begins with a simple question:
“Where else does this apply?”
That question can open the door to deeper understanding, stronger motivation, and more lasting learning. By helping students see the connections between what they are learning, why it matters, and where they can use it, we give them the tools to carry their learning beyond the classroom.
(Did you catch part 1 of this blog? If not, check it out now!)
