Learning within a Situated Cognition Framework: Implications for Adult Learning.

Abstract

A qualitative study examined the uses to which 14 adult learners put their acquired knowledge from a graduate-level course in organizational behavior both in and outside classroom settings. The course goal was to empower learners to use organizational theory to improve the performance of vocational education personnel. The 14 learners, who ranged in age from 25-52, were required to complete a group simulation that was based on a situated cognition theory called CEO (Changing Educational Organizations) and that required learners to work in teams to design a model educational organization with the purpose of educating future workers w)lo are critical thinkers/problem solvers. The final product of the simulation was a proposal submitted to a hypothetical state education agency for consideration as a demonstration site. On the basis of data collected through observations of the learners' performance, midcourse evaluations, and the final proposals, it was concluded that instructional strategies based on collaborative learning and creating an environment of trust gave learners opportunities to view their acquired knowledge from alternate viewpoints and that articulation of ideas further enhanced reflection on the meaning/application of information. (Contains 29 references. Selected comments from six learners are appended.) (MN) ***********A. 7******** Reproductions supplied by EDRS are the best that can be made from the original document. **).A:.**A::*************A::****AA:sAA::**********************AA****i.AA.A*.A Learning Within a Situated Cognition Framework: Implications for Adult Learning Rhonda S. Black Graduate Research Assistant