Situated Learning Theory Research Articles

From Theory to Practice: Virtual Reality Technology Facilitates Efficient Transformation of Preschool Teacher Education

This paper explores the application of Virtual Reality (VR) technology in the efficient transformation of preschool teacher education, from theory to practice. The research background highlights the importance of preschool education, the crucial role of teacher training in enhancing its quality, and the potential of VR technology in education. The study aims to investigate how VR technology can facilitate the efficient transformation of preschool teacher education, analyze its specific applications and effects, and propose strategies and recommendations for teacher training based on VR technology. The literature review summarizes current research on VR technology in education, progress in preschool teacher training models, and preliminary explorations of VR in teacher training. The theoretical foundation is based on learning theories such as constructivism and situational learning, technology acceptance and use theory, and theories of educational innovation and technology integration. An analysis of the current situation in preschool teacher training reveals limitations in traditional models, such as the disconnection between theory and practice, the lack of immersive learning experiences, and inadequate personalized training. The paper then discusses the advantages of VR technology, including immersive learning, flexible teaching scenarios, and personalized learning paths. The conclusion summarizes the value of VR technology in preschool teacher training, successful experiences, and existing problems, and provides future directions for the deep integration of technology and education, continuous innovation in teacher training models, and implications for educational policy and practice.

Situated learning in the translation class: exploring the effects of engaging college students in an online crowdsourcing translation project

ABSTRACT In the recent decade, project-based learning has gained popularity in translator training, with its foundation rooted in the situated learning theory. Advancements in digital technology have opened up new learning opportunities for both teachers and students in translation classrooms. One such opportunity lies in the realm of online communities comprising non-professional translators who create subtitles for videos, movies, TV shows, and various audiovisual materials. This study focuses on a project that integrates the teaching and learning of English speech subtitling within an online translation programme operating on a crowdsourcing model. In contrast to previous studies, which typically emphasised student-centred approaches with minimal teacher involvement, undergraduate students in this study underwent a comprehensive five-week training in subtitling. This training involved the use of instructor-designed worksheets prior to students’ active participation in online speech subtitling. The results of pre- and post-tests demonstrated significant improvements in the students’ subtitling knowledge and skills. Additionally, feedback from a self-report questionnaire and interviews with selected students highlighted numerous advantages associated with the teacher-guided and collaborative group approach to learning subtitling.

The influences of virtual-reality- and animation-supported gamified learning processes on students’ learning achievement and behavioral intention in retailing management courses

The application of virtual reality (VR)/animation-enhanced technologies to various educational settings has received increasing attention from academics and educators. However, empirical investigation of this issue using an integrated theoretical perspective is scarce in management education. Additionally, prior studies that specifically investigate the influences of the technological attributes of VR/animation-enhanced technologies and learners’ perceptions and experiences in management education contexts are scarce. This study thus investigates this issue by adopting the viewpoints of technological attributes and individual perceptions and experiences to comprehend students’ situated experiential learning. Therefore, to examine whether such a learning method improves learning achievement by enhancing long-term memory, this study conducted a quasi-experiment to understand how technological attributes influence students' cognitive and affective responses, confidence, and satisfaction, thus affecting behavioral intention and learning achievement. A total of 230 students participated in this study. The stimulus-organism-response model, situated learning theory, and flow theory were integrated in this study to explore the relationships between the factors of psychological state and students' experiential learning processes. All hypotheses were supported, except confidence did not significantly influence students' behavioral intention and learning achievement after four weeks. The implications for theory and practice of this study are subsequently discussed.

Evaluating the Impact of Semi-Immersive Virtual Reality on Urinary Catheterization Skills, Motivation, and Satisfaction in Nursing Students

Aims: The basic core skill and competency nursing students need is urinary catheterization. Semi-immersive virtual reality (SIVR) based research innovations based on situational learning theory have not been widely used to improve student proficiency. This study aimed to analyze the skills, motivation, and satisfaction of nursing students with urinary catheterization learning before and after the implementation of SIVR. Methods: The study was designed as a pre-test and post-test randomized controlled trial (RCT). The study population was undergraduate nursing students at the Bhakti Wiyata Health Sciences Institute, Kediri. The SIVR group (n=52) received catheterization skill practice through SIVR, whereas the control group (n=52) was given 2-dimensional video learning. The results obtained were catheterization skills, motivation, and satisfaction, which were evaluated before and after the intervention. In this study's statistical test analysis, the chi-square test and the independent t-test were used. Results: Post-test results showed a significant improvement in catheterization skills in the SIVR group (M = 92.74, SD = 1.05, p = 0.032) compared to the control group (M = 79.95, SD = 1.51), a significant improvement in motivation in the SIVR group (M = 6.48, SD = 0.54, p = 0.010) compared to the control group (M = 5.23, SD = 0.49), and a significant improvement in satisfaction in the SIVR group (M = 3.49, SD = 0.83, p = 0.024) compared to the control group (M = 2.88, SD = 0.52). Conclusion: SIVR simulation and video learning can improve nursing students' skills, motivation, and satisfaction. SIVR program learning can be recommended as an intervention for the effectiveness of the quality of practical learning following current technological advances and in the long term it is expected to improve graduates' practical skills.

Pandemic-induced online internships as situated, bounded, inclusive learning: a Philippine mixed methods study

ABSTRACT The COVID-19 pandemic rattled educational institutions to implement an online internship arrangement with their industry partners. Journalism felt the same experience, at least in the Philippines where the government had mandated online learning given full school closures for 566 schooldays. This mixed methods study documented the case of a Philippine journalism school, its interns and its news media industry partners on how two rounds of online internship arrangements happened. The study integrated quantitative results from an internship evaluation sheet (N = 129) with qualitative findings from key informant interviews (N = 11) with journalist-mentors and from interns' reflection papers (N = 110). The situated learning and boundary theories, plus the inclusive education concept, provided the theoretical lenses for this paper. It was found that the pandemic-tailored online internship became an inclusive education setup that had normalized telework as the situated, bounded learning milieu of the interns. Should future natural and man-made disruptions come, journalism schools can resurface the lessons of conducting crisis-tailored online internships to reduce worrisome negative outcomes that a pandemic like COVID-19 wrought.

Holistic support framework for doctors training as rural and remote general practitioners: a realist evaluation of the RVTS model.

To develop theory about how and why the supervision and support model used by the Remote Vocational Training Scheme (RVTS) addresses the professional and non-professional needs of doctors (including many international medical graduates) who are training towards general practice or rural generalist fellowship while based in the same rural or remote practice. We conducted a realist evaluation based on the RAMESES II protocol. The initial theory was based on situated learning theory, networked ecological systems theory, cultural theory and geographical narcissism theory. The theory was developed by collecting empirical data through interviews with 27 RVTS stakeholders, including supervisors, participants and RVTS staff. The theory was refined using a project reference and a stakeholder advisory group and confirmed using individual meetings with experts. Theory about how the contexts of person, place and program interacted to address professional and non-professional needs. The RVTS program offers remote access to knowledgeable and caring supervisors, real-time tailored advice, quality resources and regular professional networking opportunities, including breaks from the community. It worked well because it triggered five mechanisms: comfort, confidence, competence, belonging and bonding. These mechanisms collectively fostered resilience, skills, professional identity and improved status; they effectively counteracted the potential effects of complex and relatively isolated work settings. This theory depicts how a remotely delivered supervision and support model addresses the place and practice challenges faced by different doctors, meeting their professional and non-professional needs. The participants felt valued as part of a special professional group delivering essential primary health care services in challenging locations. The theory could be adapted and applied to support other rural and remote doctors.

How do mandatory emergency medicine rotations contribute to the junior residents’ professional identity formation: a qualitative study

BackgroundThis study aims to investigate the impact of short-term mandatory emergency medicine rotations on professional identity formation of Japanese junior residents. Using situated learning theory as a theoretical framework, we explore how this rotation, which is part of a two-year Junior residency in the transition period from students to qualified physicians.MethodsWe conducted a qualitative study conducting semi-structured face-to-face interviews with Year 1 postgraduate residents in the 2020–2021 classes of the junior residency program in Okinawa Chubu Hospital, Japan (n = 10). The data obtained from the interviews were analysed using inductive thematic analysis to identify the themes regarding professional identity formation.ResultsFour main themes regarding professional identity formation emerged from the data analysis: patient care, teamwork, role models, and peers. Junior residents said they had the opportunity to participate in the emergency department community and experience training in authentic clinical contexts. Clinical exposure influenced the professional identity formation of the junior residents. Nurses and peers played a crucial role in this. Junior residents see the training in the emergency department as the beginning of their careers.ConclusionShort-term mandatory rotations enabled junior residents to integrate into the emergency department community, demonstrating autonomy and responsibility. These experiences fostered their professional identity by helping their socialisation within the community of practice.

Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong

ABSTRACT Purpose Guided by situated learning theory, this study explores the influence of a professional development program on the evolving perceptions of middle leaders as entrepreneurial leaders. It investigates which elements of situated learning design foster the growth of middle leaders’ entrepreneurial behavior. Design Using a narrative case inquiry approach, 20 participants from five primary and seven secondary schools in Hong Kong. These participants engaged in a situated middle leader development programme designed to enhance teacher entrepreneurialism in authentic, job-related contexts. Findings This study uncovers the incremental learning growth of middle leaders across three phases: initial struggle with authority constraints; reflection on the role of entrepreneurial middle leaders; and eventual advocacy of innovative opportunities to colleagues. It underscores the importance of authenticity and guided reflection in the situated learning program design, which fosters a social environment stimulating reflective dialogue and enables middle leaders to reflect on their leadership behavior. Originality This study broadens the application of situated learning theory by demonstrating how the interplay of contextual, social, and individual-level environments can enhance the professional development of middle leaders, particularly in fostering entrepreneurial behaviours.

A Systematic Review of Mentorship for Early Career Teachers in Rural Appalachia: Addressing Challenges and Promoting Student Success

Aims: This study explores the mentorship of Early Career Teachers (ECTs) and its impact on student success in Appalachia, Ohio, by systematically reviewing existing literature. The critical role of mentorship in the professional development and retention of ECTs in rural educational settings is examined. Conceptual Framework: Situated Learning Theory (SLT) was adopted to guide the investigation into the challenges faced by ECTs in rural Appalachia and the significance of structured mentorship programs. Methodology: This study employs a systematic literature review approach, analyzing findings from existing research on the mentorship of ECTs. A rigorous search, selection, and synthesis of relevant studies were conducted to identify key themes and patterns. Results: The study revealed significant challenges for ECTs in Appalachia, including professional isolation, lack of resources, and socio-economic barriers. Structured mentorship programs were found to be crucial in enhancing ECTs’ instructional practices, resilience, and professional growth. The bi-directional benefits of mentorship were highlighted, showing positive impacts on both teachers and students. Conclusion: Effective mentorship is essential for the retention and professional development of ECTs in rural Appalachia. Comprehensive mentorship programs can significantly improve educational outcomes, reduce teacher attrition, and foster a supportive learning environment. Educational leaders and policymakers should prioritize tailored mentorship programs to address the unique challenges of rural settings. Additionally, investing in professional development and increasing access to resources for ECTs are essential for their sustained success and resilience.

Transformative Learning in the Era of Post-Reflexivity

This article collects over 20 years of studies, encounters, and conversations around Transformative Theory and reflective practices, which have characterized my identity as a scholar and the Italian Transformative Learning Network’s identity. I am going to trace the main challenges that, starting from practice-based studies and situated learning theory, have established the foundation for our research group's discussion on Transformative Learning. I am going to venture into open dialectical arenas with new perspectives that have amazed and questioned me. The posthuman, sociomateriality, and post-qualitative inquiry interrogate some of the foundations of Transformative Theory and urge us to create a creative space to share challenging epistemic constructions.

Learning from risk: an ethnography of a risky play

This text discusses the relationship between risk and learning in the practice of the rolling cart, based on an ethnography carried out in the metropolitan region of Belo Horizonte between 2019 and 2022. The community involved in the activity is characterized by disputes and interests about this practice. Although it is considered risky, different narratives about the risks of this practice emerge in an urban and contemporary context. The analysis presented argues that risk is a social construction, in line with Jean Lave's theories of situated learning and Tim Ingold's ecological approach. According to these theories, the skills necessary to practice rolling cart are developed through a process of education of attention, and not through mental representations that are converted into body movements. Thus, men, women, adults and children participate, constitute and are constituted by the practice, which is polysemic and situated. The theories of Giddens and Douglas are also relevant to the discussion, as they suggest the social construction of risk and the importance of the cultural and social context in which this practice is carried out. In short, the analysis emphasizes the complexity of the relationship between risk and learning in rolling cart practice and the importance of considering the ecological approach to understand the dynamics of this community of practice.

Game Performance Improvements in Sport Education and Tactical Games Models

The Tactical Games Model (TGM) is summarized as a physical education model where the emphasis is on developing the underlying core components of games and sports to develop the tactical and per-formance skills of participants, known as game performance (Metzler, 2011). The Sport Education Model (SEM) is a physical education model structured and sequenced in a league-based format to provide students with a realistic feeling of being part of a sports team and to gain an un-derstanding of all aspects of competitive organized sport. Evidence to support the SEM successfully developing game performance skills is lim-ited and inconsistent (Farias et al., 2015). The purpose of the study was to investigate the game performance of pre-service physical education teachers in two different instructional models, SEM and TGM, from pre-test to post-test. Forty-six male (n = 32) and female (n = 14) par-ticipants took part in either a SEM or TGM Team Handball Unit. Each unit consisted of 10 lessons planned and implemented by the instructor. The game performance components Adjust, Support, and Passing were examined by the researchers using the Game Performance Assessment Instrument (Oslin et al., 1998) through four-minute observations in a small-sided game situation at pre-test and post-test. No significant (p > .05) interaction was found between SEM and TGM instructional models over time for game performance variables. No significant (p > .05) difference was found in game performance between SEM and TGM instructional models. A statistically significant (p < .05) main effect was found for time, such that game performance scores increased from pre-test to post-test for both SEM and TGM instructional mod-els. Based on the findings of the current study, both SEM and TGM instructional models may increase game performance when instructed with fidelity. The results could be explained through understanding the connection the SEM and Situated Learning Theory (Lave & Wenger, 1991) and/or team cohesion. The results have practical implications for physical educators, and directions for future research are discussed.

International graduate research students

International students are aspirational and expectant of their learning improving the quality of their life. The stress from academic pressure and acculturative challenges exasperates them from fully experiencing a quality higher educational experience. Despite this, they continuously strive to learn and adjust as they construct their academic identities. While research studies provide several independent perspectives on identity using social, psychological, historical, and political orientations, the current small-scale explorative study focuses on a socio-psychological perspective, discussing the evolution of academic identities of early-career international graduate research (ECIGR) students. This study emerged from the lack of a comprehensive definition of students’ academic identity and may contribute to this evolving definition. It adopts a case-study approach with semi-structured interviews and applies the situated learning theory.

Nexus between Indigenous Knowledge Systems and Adaptation to Climate Change Strategies by Farmers in Kajiado County, Kenya

Indigenous knowledge (IK) has played an important role in adaptation to climate change in traditional agricultural communities. These approaches have been shown to be more effective when integrated with scientifically developed strategies. In this study, a perception survey questionnaire was used to find out whether there is a nexus between IK systems and the uptake of modern Climate Change Adaptation Strategies (CCAS) among farmers in Kajiado County, Kenya. A mixed research approach that involved the use of household questionnaire surveys, key informant interviews, focus group discussions (FGD), and observations was used to obtain data. The two theories, namely the Situated Learning Theory (SLT) and the Theory of Planned Behavior (TPB), formed the basis for illustrating the relationship between variables, while the Model of Private Proactive Adaptation to Climate Change (MPPACC) was the key theoretical model employed. A total of 382 small-scale rural household representatives randomly selected from 3 Kajiado sub-counties were the principal respondents. The key informants included officers in the departments of agriculture, environment, meteorology, trade, and industry, as well as local administration and village elders. Statistical tools such as chi-square, correlation, and binary logistic regression analysis were used to determine associations. Thematic analysis of data collected from key informants and focus group discussions (FGD) was conducted to triangulate the survey results. Farmers' awareness of climate change, risk perceptions of impacts, existing locally developed approaches to climate change adaptation, and perceptions of CCAS were the main areas of investigation. The majority of farmers (85%) indicated that prolonged drought was the main extreme event that affected their farming activities. Of the indicators observed, drought (X2 = 13.861, p =.000) was perceived as the greatest risk associated with climate change to their agricultural productivity. Their IK adaptation strategies resulted from their interactions with the effects of drought on their livelihoods over the years. Farmers who were nomadic (IK practitioners) were not willing to apply for CCAS. For example, they were 72% less likely to increase their irrigated cropped area and 79% less likely to increase the number of better livestock breeds. Among the CCAS approaches, water resource management was the only preferred strategy. This particular finding shows that climate change policies can be easily adopted by indigenous farming communities if they are developed around an issue that matches their socio-ecological priorities. Without taking into account the prevailing social, cultural, and geo-environmental context of specific communities, the adoption of CCAS by farmers would be significantly affected. The study recommends that integrating indigenous agricultural knowledge into climate change adaptation policies enhances community resilience. Aligning adaptation strategies with local responses enriches farmer knowledge and boosts resilience against climate change impacts. Effective climate change adaptation plans should incorporate local weather prediction, environmental conservation, and proven community-based strategies, especially in water resource management for arid and semi-arid pastoralist communities.

Exploring the Impact of Scholarly Writing on Professional Development and Reflective Practices Among Vietnamese Tertiary EFL Teachers: A Qualitative Inquiry

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the role of writing scientific journal articles in their professional development and its contribution to their reflective teaching practices. Nine EFL teachers from two Vietnamese tertiary institutions, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. Thematic analysis was employed to interpret the data, grounded in reflective practice theory and situated learning theory. The findings reveal that teachers across all career stages perceive scholarly writing as a crucial component of their professional growth. Novice teachers viewed it as a reflective tool for self-discovery and skill enhancement, mid-career teachers as a means for consolidating experiences and contributing to the field, and near-end teachers as an avenue for mentorship and legacy building. Additionally, the study found that scholarly writing significantly fosters reflective teaching practices, enhancing self-reflection, pedagogical innovation, and mentoring across different career stages. The study highlights the multifaceted role of scholarly writing in professional development and reflective practices of EFL teachers. It underscores the need for tailored support for scholarly writing at various stages of a teaching career, emphasizing its value not only in academic contribution but also in enhancing teaching quality. The findings suggest that engagement in scholarly writing is a powerful catalyst for professional and pedagogical growth among EFL teachers, particularly in the evolving educational context of Vietnam.

How Internships Influenced Professional Development? Hotel and Restaurant Management Graduate Perspectives

Exploring on a journey through the perception of Hotel and Restaurant Management graduates. This study explores the perceptions of students about their internship experiences and focuses at how it relates to their professional development. The study is based on the theoretical framework of Situated Learning theory developed by Lave and Wenger. This theory offers a thorough lens through which to view the relationship between professional development and experiential learning. There were 206 respondents in this study. The research employed quantitative and qualitative methods. The researcher used a localized questionnaire to identify the influence of the Internship experience on the professional development of the respondents. The statement for each variable is tested for its reliability. The testing for the reliability of the questionnaire, with 30 respondents, graduates in different colleges except for Hotel and Restaurant Management. There were revisions made from the original instrument to fit the locale of the study. Additionally, the professional development mean is very high. Furthermore, there is a significant relationship between the respondents’ internship experience and their professional development. It could be deduced in this study that job placement affects their internship experience.

Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic

This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and Chinese American visibility. Situated learning is employed to understand participants’ transformative actions through learning in their social engagement through their community of practice. These findings indicate that situated learning can lead to collective transformative action, personal and group growth in identity formation, and community engagement and social development through communities of practice. Subsequently, this study demonstrated how the X group learned to reform their new identities and respond to changes in their social environment. This study contributes to the collective dimension of situated learning theory and has implications for adult educators, researchers, and policymakers interested in fostering social change through community-based, situated learning.

Under the Vision of Situated Learning: Analysing the Influence of Educational Video Games on English Vocabulary Retention in Chinese Childrens Second Language Acquisition

This study will analyze the influence of educational video games on English vocabulary retention in Chinese childrens second language acquisition. This study base on the situated learning theory and the ABC reading which is both mobile and web-based is adopted as educational game in this research. This experiment takes the Chinese primary school students with an average age of 9-10 years old as experimental subjects, and set three groups of these Chinese students including the control group. By comparing the amounts of words they can remember at different times after learning, researchers can judge whether the educational video games have any influence on students' language learning. Through the experiment, We hypothesis that the video games will have a positive effect on childrens second language learning acquisition. On this basis, video games can be used as tools for language learning to provide more effective learning methods during the process of studying.

A Pilot Study of Supporting GTA Professional Development and Educator Identity in Engineering

Graduate teaching assistants (GTAs) significantly contribute to the learning and experiences of undergraduate students. Thus, supporting and enhancing GTA pedagogical knowledge and competencies can improve the learning experiences of undergraduates. Towards this goal, a discipline-specific pedagogical professional development program was created for GTAs in the Faculty of Engineering at a Canadian university. This case study explores the perspectives of participating GTAs, including how they engaged in learning about teaching, what they learned, their emerging educator identity formation, and the challenges they faced during the program. Situated learning theory informed the analysis of participant interviews and focus groups. Findings indicate that GTAs appreciated the situated and embedded nature of the program, reporting limited prior familiarity with pedagogical tools and practices and their application. Results also highlight the need to align GTA roles and responsibilities, providing opportunities to put their learning into practice with the pedagogical knowledge they developed in the program.

ICT acceptance, language use and information culture as tools for enhancing information literacy within smallholder maize farmers in Uganda

PurposeThis study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).Design/methodology/approachA structured questionnaire was used to gather data for this quantitative study from 225 SHFs. Structural equation modelling was done to test the hypotheses.FindingsThe findings established that tool adoption dimensions (Information and communication technologies (ICT) acceptance, language use and information culture) positively and significantly influenced information literacy. Information culture had the strongest impact.Research limitations/implicationsThe study enriches the situated learning theory (SLT) literature by introducing tool adoption as a predictor of information literacy in a new context of SHFs. Use of tools as independent variables is a positive deviation from previous studies that have used them as mediating variables. Despite the contributions, the cross-sectional design study undermines the ability to solicit more detailed perspectives from the lived in experience of the respondents.Practical implicationsManagers should promote usage of context-specific tools like local radio stations and mobile phones, but also use language tailored to farmer contexts when disseminating information. Policymakers should leverage on social and cultural settings when designing information interventions.Social implicationsThe study highlights critical factors that significantly promote information use for improved productivity for SHFs, cumulatively increasing the country’s gross domestic product (GDP). Socially, findings may reduce on their poverty levels of farmers.Originality/valueThis study offers a novel perspective in information literacy domain by using the SLT to delineate contextual tools that are paramount in predicting of information literacy in an under research informal context of SHFs.