Situated Learning Theory Research Articles

Apprenticeship Learning and Adolescents’ Acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda: Implications for Situated Learning

This study aimed at investigating situated learning and adolescents’ acquisition of social and cognitive skills in Bamenda in the North West Region of Cameroon. In this regard the researchers sought to provide answers to two important research questions namely: 1) How does modeling influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda?; 2) How does coaching influence the acquisition of Social and Cognitive Skills in Tailoring Workshops in Bamenda? The study anchored on three theories which are: Lave and Wenger’s (1991) situated Learning theory, Brown, Allan Collins and Paul Duguid’s (1989) Situated learning cognition and Vygotsky’s (1978) sociocultural perspective of learning. A concurrent nested mixed method design with the help of questionnaire and interviews was used for data collection from some 20 adolescent apprentices learning their trade at tailoring workshops in Bamenda. Findings of the study revealed that modeling influences adolescents’ acquisition of social and cognitive skills. It was also revealed that coaching had a significant influence on the acquisition of social and cognitive skills among adolescent apprentices. A number of recommendations were made to masters/expert tailors, apprentices and the government. As far as master/expert tailors are concerned, they should understand that learning within such an informal context does not always require direct instruction but that it is usually accidental. In this regard, the onus is on them to ensure that they demonstrate clearly the tasks they would eventually expect the novice apprentices to perform so that they can keenly pay attention, observe and eventually perform to the best of their abilities.

Understanding preservice teachers’ perspectives on challenges experienced during work integrated learning

The demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teaching

A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education.

Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum.

Competency Assessment of General Surgery Trainees: A Perspective From the Global South, in a CBME-Naive Context

Before proceeding with local implementation of competency-based medical education-related assessment practices designed and evaluated in the Global North, we sought to challenge the assumption that this would be perceived as both necessary and acceptable in our context where training and assessment is based on a traditional, knowledge-focused approach. The aim of this study was to determine the perspectives of general surgery trainees and consultants towards the assessment of competence, how this has been achieved previously, and how it should be performed in the future at the University of Cape Town (UCT), South Africa. Semi-structured interviews were conducted with consultants and trainees. Interviews were transcribed and then analyzed using a Reflexive Thematic Analysis approach. Ten consultants (5 senior and 5 junior) and 10 trainees (5 South African and 5 international) from the Division of General Surgery at UCT in August 2022. Five unique themes were developed: (1) Assessment of competence is essential, (2) competence includes multiple domains of practice, (3) a surgeon must be able to operate, (4) previously used methods were inadequate to assess competence, and (5) frequent assessment with feedback is desired. The themes were considered in the context of Situated Learning Theory, particularly Communities of Practice and their role in the training for, and authentic assessment of, competence in general surgery trainees. Participants described a need to develop and implement a new competency assessment program for general surgery training in this context, which is aligned with described competency-based medical education principles. Thoughtful integration of the formative and summative use of direct observation in the workplace, with a clear emphasis on procedural ability and the provision of high-quality feedback, may enhance the successful implementation of a strategy for competency-based assessment in general surgery training programs.

Intercorporeal Biofeedback for Movement Learning

Technology-supported movement learning has received increased attention in HCI. Previous design research has mostly focused on individual experiences, even though the social and situated context is essential to movement learning practices. Based on the experiences from two design projects in the fitness domain featuring open-ended biofeedback artefacts, we propose Intercorporeal Biofeedback as a strong concept to support the design and use of biofeedback in such practices. We ground the concept in situated movement learning theory, phenomenology of social cognition, and HCI work on biofeedback. We articulate four key characteristics of intercorporeal biofeedback: it provides participants with a shared frame of reference , upon which they engage in fluid meaning allocation and use it to guide attention and action , becoming an interactional resource . Intercorporeal biofeedback can serve to guide future design work for situated, social movement practices.

Situated Learning Theory: The Application of Grammatical Structure (Gerunds and Infinitives) in Developing EFL Students’ Cover Letters

Focusing on integrating teaching and learning grammatical structures in real actions and practices has been critical and one of the cornerstones in the Teaching English as a Second Language (TESOL) domain. This paper emphasizes exposing EFL learners to actual tasks and opportunities they can benefit from in their future careers, along with understanding the meanings and functions of gerunds and infinitives. The situated learning theory was used to frame the current study on EFL students taking the grammar 1 course. The number of students was 60, but the study sample was seven students, which selected randomly. Students were guided to use gerunds and infinitives to develop a cover letter for one of the agencies they selected rather than apply those rules to artificial tasks. The sampled data of the qualitative research was used to analyze students’ cover letters by investigating two main concepts. First, their use of gerunds and infinitives; second, the elements of writing professional cover letters. The findings showed students’ accurate usage of gerunds and infinitives in different phrases, such as opening, closing, and body paragraphs, to present their educational background and experiences. Thus, the findings showed that the cover letters that have been written by the participants were not the best, but they achieved the general guidelines of creating cover letters and applied the targeted rules. EFL teachers are recommended to enhance their students with variety of authentic tasks that integrate the use of grammatical structures and the practice of using these structurers in real tasks.

Which Data Sets Are Preferred by University Students in Learning Analytics Dashboards? A Situated Learning Theory Perspective

Scholarly interests in developing personalized learning analytics dashboards (LADs) in universities have been increasing. LADs are data visualization tools for both teachers and learners that allow them to support student success and improve teaching and learning. In most LADs, however, a teacher-centric, institutional view drives their designs, treating students only as passive end-users, which results in LADs being less useful to students. To address this limitation, we used a card-sorting technique and asked 42 students at a university in Northern Ireland to construct dashboards that reflect their priorities. Using a situated theory of learning as a lens and with the help of multiple qualitative methods, we collected data on what constitutes useful dashboards. Findings suggest that situated learning data sets, such as information on how students learn by talking and listening to others in their communities, need to be integrated into LADs. Students preferred to see the inclusion of qualitative narratives, self-directed learning data and financial information (money spent versus resources utilized) in LADs. As well as raising new questions on how such LADs could be designed, this study challenges institutional overreliance on measurable digital footprints as proxies for academic success. We call for recognizing the wider social learning that happens in landscapes of practice so that LADs become more useful to students.

Responding to Climate Change: Indigenous knowledge lessons from Nigerian root and tuber farmers

This study espoused lessons learnt from Indigenous root and tuber farmers’ responses to Climate Change in Nigeria. Situated Learning Theory and Participatory Phenomenology framed the study. Data were generated using focus group discussions, in-depth interview and participant observation. An inductive thematic analysis was applied on the data. The experience of Climate Change by the farmers has been change in rainfall pattern and other indicators were identified. The farmers respond to Climate Change using their Indigenous knowledge of water conservation by making mounds, maintain soil fertility by practising crop rotation, use compost made from household wastes and sustainable use of natural resources. The farmers’ preference for adapting to Climate Change using Indigenous knowledge was attributed to Indigenous knowledge being effective, easily accessible and inexpensive along with their apathy to scientific interventions. The study recommended possible ways of including the documented Indigenous knowledge into mainstream adaptation strategies and Agricultural Curriculum in Nigeria.

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

In this paper I attempt to reconceptualise the silent period from the perspective of situated learning theory to understand how it is experienced by adult second language (L2) learners during study abroad. The silent period has largely been regarded as a cognitive phenomenon during which some beginning L2 learners are unwilling or unable to produce the language they are learning. It initially attracted attention in relation to Krashen’s Input Hypothesis but, even though a number of studies were carried out in the 1970s and 80s, they have not been followed up, leaving a number of questions unanswered. Furthermore, these studies did not take into account the perspective of the learners who experienced the silent period. In the present study I conducted life-story interviews with Japanese university students who experienced a silent period during their study abroad. As a result, it was found that their silence was related to their intolerance of insufficient self-expression in the target language. The study suggests that the silent period is not to be seen as a period of incomprehension, rejection or abandonment of learning but a site of struggle and a pathway to finding new ways for self-expression and participation in the new language.

상황학습 이론 기반 국내 항공사 Z세대 신입승무원의 조직문화 적응 과정 질적연구

The aviation industry faces challenges due to COVID-19, low global growth, and fierce international competition. As the significance of human resources as a response strategy rises, it is time to focus on the roles of the Department of Aviation Service, which was established to cultivate competent aviation industry professionals. Thus, this study examined the job experiences of recent graduates of the Department of Aviation Services who joined an aviation company as Cabin Crew shortly after their graduation using the situational learning theory as a theoretical lens. The study was conducted over a ten-week period, from May 1, 2021, to June 26, 2021, using in-depth interviews to collect data. Four categories were identified as a result of the analysis: effort and sense of achievement towards a career roadmap, ontological transformation process in the organisation, conflict to acknowledge the existence of 'I' in a conflicting organisational culture, and formation of the corporate identity through membership acquisition. Theoretically, the existing theory was supported and expanded by approaching the contextual learning and meaning of Cabin Crew in the workplace via legitimate peripheral participation. On the basis of the practical implications posed by IT-literate generations, a course of action was developed to foster online mentor-mentee relationships, online group learning, and an improvement in the culture of hierarchical organisation. It entails giving feedback on work that is straightforward and easy to understand, as well as adhering strictly to the manual.

Future directions of online learning environment design at medical schools: a transition towards a post-pandemic context

Coronavirus disease 2019 (COVID-19) has had an extremely large impact on methods of teaching and learning, and the need for online learning has grown enormously during the COVID-19 pandemic. Because most professors and students adjusted their mode of teaching and learning to this new context, online learning seemed to be going well. The problem is that distance learning was abruptly adopted as an alternative method of classroom instruction. To increase the effectiveness of online learning, more consideration is needed to explore future directions of creating learning environments. Therefore, this study suggests seven design guidelines for designing learning environments at medical schools based on a theoretical background and experiences from the pandemic. Constructivism and situated learning theory are introduced as the theoretical background for learning environment design, and the basic principles of learning environment design with the paradigm shift to learner-centered classrooms and experiences using EdTech, including HyFlex learning, flipped learning, learning management systems, and interactive learning tools, were used to develop the design guidelines. Each design guideline is strategically matched with the basic principles: learner-centeredness, real-world tasks and contexts, problem-solving, new roles of professors as facilitators or tutors, collaboration, and new perspectives of evaluation and assessment.

An Evaluative Review of Mobile-assisted L2 Vocabulary Learning Approaches based on the Situated Learning Theory

There is a growing trend of utilizing mobile technology to develop effective contextual vocabulary learning methods based on the situated learning theory (SLT). In spite of substantial research on mobile-assisted vocabulary learning (MAVL), there have been few reviews of MAVL approaches, let alone evaluations of them based on the idea of SLT. To address this research gap, this study evaluated three types of MAVL approaches: (1) mobile message services, (2) vocabulary learning applications, and (3) digital simulation games according to the authenticity principle and characteristics of SLT. The evaluative review included in-depth examinations of two aspects: the extent to which these characteristics are manifested in each approach, and the way in which these characteristics are incorporated into the design of each approach. The result suggests that the MAVL approaches differ significantly, in terms of their authenticity and degree of correspondence to the SLT. This review offers practical implications for the development and improvement of MAVL approaches, as well as important suggestions for future research, all of which are believed to benefit the field of L2 vocabulary acquisition.

Using objective structured clinical examination to teach medication rights in undergraduate nursing education.

Clinical partner feedback identified insubstantial student preparation and limited understanding of safe medication administration process. Faculty initiated a new teaching and evaluation approach to prepare students for safe medication administration processes in the practice setting. The teaching method is a synthesis of situated cognition learning theory that emphasizes use of deliberate practice case scenarios in low fidelity simulation. Objective Structured Clinical Examination (OSCE) evaluates student critical thinking and application of the medication rights administration process. Data collection includes first and second attempt OSCE pass rates, occurrence of incorrect answers, and student feedback regarding the testing experience. Findings include a greater than 90% pass rate on first attempt, 100% pass rate on second attempt, and positive testing experience. Faculty now use situated cognition learning methods and OSCE in one course within the curriculum.

Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation

Few mobile-assisted vocabulary learning approaches fully correspond to the authenticity principle of the situated learning theory (SLT). A novel practice of changing the smartphone system language to second language (L2), which intends to better implement SLT in a real smartphone context, is the focus of this study. To explore the potential of using this under-researched approach to facilitate L2 vocabulary learning, a mixed-method design was adopted to investigate its impact on vocabulary acquisition, global language learning motivation, and vocabulary learning motivation. Participants’ pre- and post-test scores on the vocabulary knowledge test and motivation questionnaires were compared between the experimental and control groups. Interviews were also conducted to understand learners’ perceptions of this novel approach. Both quantitative and qualitative results indicated that the approach of changing smartphone system language to L2 was effective in increasing learners’ vocabulary knowledge gains and improving their global and vocabulary learning motivation. These findings contribute to the literature on L2 vocabulary learning and provide significant pedagogical implications.

Reverse engineering tax education: How tax practice can inform the classroom experience

If the purpose of collegiate tax education is to prepare tax professionals, it should begin with the end in mind. An accurate and up-to-date appreciation of tax practice should inform the formal education that precedes it. Grounded in the theory of situated learning, this paper offers the insights of interviews with junior and senior tax professionals about their work and careers. The results suggest that we need to improve our appreciation for how people learn in their professional careers. Even though there remains value to a generalist appreciation of tax, formal education also needs to help students develop their specialization. Tax education also needs to help students adjust to the technology of tax compliance that they are likely to encounter in practice. Other suggestions are made for the reconsideration of traditional elements of introductory tax courses, based on the reflections of practitioners.

Developing Students’ Game Competence: Situated Game Teaching through Set Plays

Sports are a central part of Grades 3-12 curricular content in school physical education. Guided by the theory of situated learning, a new curricular model called Situated Game Teaching through Set Plays (SGTSP) has been proposed to systematically teach sports to 3rd–12th graders and college students using situated set plays from a situational and relational perspective. This article introduces SGTSP and its key features and uses tennis as an example to provide guidance on how to teach sports using SGTSP. This model provides an alternative approach to develop students’ decision-making ability and game competence through authentic, meaningful, and practical real-life game scenarios, which involve a complex interplay of techniques, tactics, anticipation, responses, and interaction with the dynamic game environment. To effectively implement this model, physical education teachers need to develop in-depth content knowledge, follow five pedagogical steps, and use effective classroom management to maximize student learning in physical education.

Research on the Application of Situated Learning Theory in College Entrepreneurship Programs

Research on the Application of Situated Learning Theory in College Entrepreneurship Programs

The Role of Person-Organization and Person-Job Fit in Enhancing Transfer of Learning in Shanghai’s Financial Enterprises

This study examines the effect of workplace learning on employees’ transfer of learning, which refers to the application of new knowledge and skills to their work. The study categorizes workplace learning as either formal or informal and uses the Situated Learning Theory to explore how person-environment fit affects the transfer of learning, with person-supervisor fit as the moderator. Data was collected through questionnaires and analyzed using SPSS and AMOSE. The results show that workplace learning positively impacts employees’ transfer of learning, with person-organization fit and person-job fit mediating this relationship, and person-supervisor fit moderating it. The study concludes that organizations must invest in effective workplace learning programs that support their employees’ career development and promote transfer of learning.

Connectivity between education and work in nursing education: Validation of an instrument

IntroductionReducing the theory–practice gap can require increasing connectivity between education and work. Integrative learning processes are necessary to strengthen connectivity. Nursing educator can design learning environments that foster integrative learning processes. However, less is known about how nursing educators’ efforts to establish integrative learning processes can be measured. Therefore, this study aims to develop and validate an instrument that measures nursing educators’ beliefs about and methods for connecting education and work. MethodsThe measurement instrument was developed based on the integrative pedagogical model and theory of situated learning. We validated the instrument in a questionnaire study with 102 nurse educators. To analyze the data, we conducted exploratory factor analysis and confirmatory factor analysis, and we measured Cronbach's alpha and convergent validity. ResultsResults of the factor analysis show a two-factor solution for the instrument with acceptable Cronbach's alphas. ConclusionOur measurement instrument is a valid and reliable tool to measure nursing educators beliefs about and their actions for improving the connectivity of education and work.

On-the-Job Learning among CEOs in Malaysian Private Organizations

This article aims to explore Chief Executive Officers’ (CEOs’) past experiences in shaping the learning process that occurred at the workplace. A theoretical framework for this study is anchored from the situated learning theory. The primary elements of the situated learning theory are communities of practice and legal peripheral participation, which these concepts were investigated among the CEOs of private organizations in Malaysia. The study is interpretive in nature, employing a qualitative research approach with in-depth interviews to gain in-depth insights on the topic. The findings are meant to capture empirical insights that broaden the framework for a better understanding of situated learning in a workplace context. According to the study, experiences gained from the roles and responsibilities in contexts of learning-in-practice increase awareness and knowledge. Understanding learning occurs as a result of social experiences that include ways of thinking, perceiving, problem-solving, and interacting, in addition to declarative and procedural knowledge.