Editing Situated learning (section)

=== New tradition of online instruction ===
Many online learning courses still use the traditional teacher-directed, textbook-oriented curriculum that is compartmentalized by discipline. Many universities have begun to recognize that authentic situation learning must occur in online courses. A key aspect is to recognize that the unit itself must be an authentic activity and not just made up of disjointed activities.

{{blockquote|text=The learning environment needs to provide well-defined activities which have real-world relevance, and which present a single complex task to be completed over a sustained period of time, rather than a series of shorter disconnected examples.<ref>{{cite web|last=Herrington|first=Jan|title=Towards a new tradition of online instruction: Using situated learning theory to design web-based units|url=http://www.ascilite.org.au/conferences/coffs00/papers/jan_herrington.pdf|work=web based units|access-date=2011-10-22|archive-url=https://web.archive.org/web/20110408191540/http://www.ascilite.org.au/conferences/coffs00/papers/jan_herrington.pdf|archive-date=2011-04-08|url-status=dead}}</ref>}}

Utley presents Hung's argument that:

{{blockquote|text=... learning embedded in rich situations assists adult learners to reflect on their actions, and discuss issues and problems with fellow members of a learning community.<ref>Utley, B L. (2006). Effects of situated learning on knowledge gain of instructional strategies by students in a graduate-level course. Teacher education and special education, 29(1), p.70.</ref>}}

While it may be possible for adult learners to gain knowledge and apply theories presented in other learning environments to what they experience in a real-world setting, situated learning offers an opportunity to work with others in considering how to best apply new concepts related to the specific context of their practice.  While theoretical knowledge provides a foundation, the insights and skills developed through authentic practice can lead to more meaningful learning.<ref name=Richardson/>

{{blockquote|text=Learning centers are also making an impact on career education…Most of the participants are minorities, and a large proportion are African-American and Hispanic women. They range in age from 13 to 91, half of them between 20 and 31 years of age, but with a large number of teenagers as well. Most come to learn job skills and take classes at the centers, as well as to use the Internet facilities.<ref>Halverson, A. C. (2009, p. 80).</ref>}}

The increase in learning centers across the country is evidence of how the U.S., and the world really, has morphed into a society of continuing learners. Much of this learning is happening in centers described by Halverson and Collins. Examples of these learning centers, which are perfect examples of situated learning, include local libraries and job training centers. These learning centers are providing adults in particular with the kind of social interaction they need to extend their learning. This supports Hung's findings that people learn by simply being in certain situations with others.<ref name=hung/>
As organizations re-evaluate how they accomplish necessary workplace training with limited funds, they depend on informal learning that occurs within specific areas of practice to ensure that employees develop the skills they need to be effective.