Gonen and Lev-Ari also conducted research that was aimed at identifying the effectiveness of situated learning in improving experimental learning of information technology among nursing students. The researchers admit that the nursing students have evolved, and are no longer the traditional passive recipients of information, but are rather actively engaged in the learning process. They are dissatisfied that in the new millennium, the nursing education students are still wedded to traditional learning methods that fail to bring the best out of the proactive and witty students (Gonen, Sharon & Lev-Ari 2016, p. 2). They state that the situated learning theories are one of the learning theories to successfully integrate innovative clinical skills with education initiatives.The scholars note that this type of learning is unique since it offers the students the chance to learn through doing. Besides, they praise the learning theory because it can be effectively applied in various fields for example in the medical and educational fields. Moreover, they point out to the many benefits of situation learning, for example, providing genuine context reflecting how knowledge can be used in the real-life, as well as offering authentic experiences and access to encounters with experts (Gonen, Sharon & Lev-Ari 2016, p. 2). Also, it provides multiple roles and perspectives, as well as supporting for collaborative construction of knowledge, providing coaching at critical times, while promoting self-reflection.
The aim of the research above was to evaluate the feasibility of the situated learning approach by assessing the perception of the students at the end of their course. Most of the teaching of the course was done based on individual practice in a computer laboratory and entailed numerous exercises, both in class and homework. The educators aimed to teach the technological tools within the framework of an integrated system. The findings of the research were that the students had considerably more knowledge in information technology after the course, with a positive correlation among the students for the usefulness of the course and their knowledge at the end of the training. Approximately 96. 3 % of the total students reported they were knowledgeable or very highly knowledgeable after the completion of the course. The situational learning greatly motivated the students and they requested for more learning opportunities using this type of approach in the future.
Another researcher who has contributed to the situational learning theory in HRD Is Ardichvili Alexander, a Russian professor. He conducted research aimed at constructing socially situated learning experience in human resource development in organizations. He acknowledges the current workplace environment is changing rapidly, necessitating the need for new types of learning interventions that integrate learning more fully with working (Ardichvili 2003, p. 6). He advocates for the use of socially situated learning experiences in a myriad of human resource development situations in organizations.
Elkjaer Bente, from the Danish University of Education, examined the whole context of organizational learning. He acknowledges that organizational learning encompasses acquisition and participation. It entails knowledge acquisitions and developing individual skills, and also in participating in communities of practice. According to the scholar, the participation metaphor in organizational learning entails participating in communities of practice. It takes learning out of the traditional formal context, placing it right in the middle of the everyday organizational life and work (Elkjaer 2001, p. 439). The approach to learning takes the entire learning process from occurring in the minds of individuals to being part and parcel of the access and participation patterns of organizational members. However, he notes there are two unanswered questions in participation learning. The first question centres on how learning is taking place, and the second one is what is learned by way of participating in communities of practice. To provide an answer to these two fundamental questions, Elkjaer proposes suggests a third way of organizational learning. The third way entails understanding the dynamics of organizations, as a way of providing access to the ‘how’ and ‘what’ of learning (Elkjaer 2001, p. 441). The author states understanding organizations as systems and also as communities of practice, then the focus shifts from the individuals to a collective process. Thus, the social definition of organizations involves comprehending organizational individuals and organizations as being mutually constituted.
Yuan Yu and McKelvey Bill also conducted research where they investigated the situated learning theory and its impacts on human resource development functions. The authors emphasize the importance of learning as the interaction of employees in the context of their environment. The situational learning is preferred over the traditional behavioural and cognitive learning theories since it views organizations as complex adaptive systems, and uses the humanized version of the Kauffmans NK model to study situation learning (Yuan & McKelvey 2004, p. 70). According to the scholars, the situated learning theories shift attention form individual’s minds to connections among many minds. They emphasize that situated learning is highly evolving within an interactive context, and is embedded in the context and process of organizations. They provide evidence that learning in organizations stems from social interactions by pointing out to the complex adaptive systems. Complexity is an important construct in organizations. Social interactions focus on how the different interdependent parts of organizations interact with each other, and with the larger environment, to exchange resources. Considering the emphasis on the individual and emergent collective properties, the complexity theory takes a multi-level evolutionary perspective (Yuan & McKelvey 2004, p. 78).
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