Every year billions of dollars are spent on development aid and training around the world. Little attention is paid, however, to the sustainability of the various interventions. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. Currently, there is a limited body of research examining how best to follow up after an educational professional development program in Africa. This qualitative exploratory study sought to address the gap in education development policy by examining three schools in Ghana, West Africa. This study helps increase our understanding of how technology can promote learning transfer in marginalized communities. It also provides suggestions for trainers and practitioners and offers a tentative model of learning transfer. Findings indicate that the use of group texting via WhatsApp helped training participants implement new knowledge in their schools. Participants reported that the mobile technology intervention assisted peer learning, increased participants’ motivation, reminded them of the training content and allowed them to network.

中文翻译：

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保持学习的持续：使用移动技术来增强学习转移

每年在全球的发展援助和培训上花费数十亿美元。但是，很少注意各种干预措施的可持续性。一些研究表明，技术的使用可以作为有效的学习后干预措施，以增强学习的转移。目前，在非洲开展教育专业发展计划后，研究如何最好地跟进的研究机构非常有限。这项定性的探索性研究试图通过检查西非加纳的三所学校来解决教育发展政策方面的差距。这项研究有助于增进我们对技术如何促进边缘化社区学习转移的理解。它还为培训者和从业者提供了建议，并提供了学习转移的初步模型。调查结果表明，通过WhatsApp使用小组短信有助于培训参与者在学校中实施新知识。参加者报告说，移动技术干预有助于同伴学习，增加了参加者的动力，使他们想起了培训内容，并允许他们建立网络。