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Extant consumer behavior research has alluded to consumer learning; however, little research exists regarding situated learning and its relation to coping with respect to stressful consumption experiences. The purpose of this research is to study situated or in situ learning in two cultural contexts – that of the USA and China.

Online data were collected from non-students in both the USA and China, and structural equations modeling was used to analyze data.

Results demonstrated that situated learning helped cope better with stressful episodes for both cultures. Psychological closeness to the problem mediated the relationship between the antecedents and situated learning for US consumers more than for Chinese consumers.

Since US consumers tend to be psychologically close to the stressor during the consumption process, firms should preemptively inform and educate them about potential stressors to help them learn and cope. However, as Chinese consumers tend not to be psychologically close to the problem, they need to be dealt differently.

This research provides a holistic view of situated learning and coping as a process involving consumers, firms and situations and examines their underlying factors in stressful consumption encounters. It establishes the mediating role of psychological closeness between antecedents and consumers’ situated learning and explores the differences of psychological closeness in two different cultures, that of the USA and China.

This paper aims to present a high‐level conceptual framework to strengthen the conceptual bridge between project management and workplace learning by applying situated learning theory to project management practice to guide shared learning within and between projects.

The paper bridges situated learning theory from the workplace learning literature and the resource‐based view (RBV) of project management from the strategic management literature, using them as lenses to view two learning mechanisms in the project management domain, project reviews and communities of practices.

The paper finds that situated learning theory can be applied to project management to highlight processes that enable capability development through shared project learning.

This paper is conceptual in nature and intended to make a case for empirical research that draws on workplace learning literature which is useful to project management as there remains the challenge of leveraging these perspectives for project management practice.

The paper believes that situated learning theory offers insights that can be leveraged to make project management environments more effective through improved intra‐project and inter‐project shared learning.

This paper presents a high‐level conceptual framework to bridge situated learning theory to the RBV of project management. The paper finds that situated learning theory is well suited to contribute to an understanding of shared learning in projects and justifies future research.

The purpose of this paper is to evaluate the usefulness of situated learning in business education.

Illustrative case study.

The increasingly popular situated learning approach holds some possible solutions to the emerging crisis of business schools' educational models. The key challenge in our view is to develop an area where action‐oriented learning can take place – and take place in a form that resembles the key idea of situated learning – that learners must become involved in a knowledge‐production process.

Situated approaches to learning, such as communities of practice (CoP), are not directly transferable to business schools' curricular teaching without considering the power relations and structural characteristics of the actors potentially constituting the CoP in which learning is to unfold.

This paper addresses the issue of power relations and structural characteristics and shows through an illustrative case study, how situated learning principles may be practiced in order to become part of the pedagogical models in business schools. In doing so, the links between lecturers, students, and managers can be strengthened.

This paper explores how actors engage in the situated learning of resource integration (RI) within value cocreation practices (VCPs). VCPs are collectively shared and organized routine activities that actors perform to cocreate value.

This paper draws on a qualitative study of how successful music actors engage in VCPs and learn RI. Interviews and observations were used to collect data that were analyzed by drawing on the Gioia methodology.

The findings illuminate the types of VCPs actors engage in to learn RI, the ways in which actors learn RI by engaging in VCPs, and how social contexts condition actors' learning of RI.

This paper offers a framework for understanding actors' situated learning of RI by engaging in VCPs. It illuminates the VCPs that actors engage in to learn RI, how actors advance from peripheral to core participation through their learning, the ways in which actors learn RI by engaging in VCPs, and how social contexts condition actors' situated learning of RI. Implications for the scarce prior research on how actors learn RI are presented.

To contribute to innovative solutions and sustainable growth, managers and policymakers need to offer actors opportunities to learn and make space for actors with competencies that may be important and needed in future VCPs.

In focusing on how actors learn RI by engaging in VCPs, this study draws on theories of communities of practices and situated learning, as well as practice theoretical service research.

The purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business.

The paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material.

This is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon.

The experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time.

This paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.

The purpose of this paper is to investigate the relationship between satisfaction with ambient conditions and perceptions of situated learning in knowledge-intensive organizations. The paper argues that satisfaction with ambient conditions facilitates situated learning in open office environments.

A cross-sectional study was conducted on 117 professionals from IT and consultancy companies. Hierarchical linear regression was used to analyze the impact of satisfaction with ambient conditions on perceptions of situated learning.

Learning that occurs in everyday activities on the job is enhanced by satisfying ambient conditions in the physical environments of open offices.

The paper contributes to literature on organizational learning by examining aspects of the physical environment as antecedents of organizational learning, thereby providing insights for design and management of office environments to maximize employee outcomes.

This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design.

A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework.

Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies.

Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study.

Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice.

This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program.

This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.

The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.

The purpose of this study was to investigate 3D virtual reality (VR) situated activity, preschool reality and how the lecture teaching method affects technology university students' learning outcome.

The quasi-experimental design is used. Participants are 144 students in three classes who all take Child Development Assessment course. Research instruments include 3D VR animation, preschool live video and child development as the case. One class attended 3D VR situated activities, another observed preschool live video and the other takes a traditional lecture class. Learning outcomes were measured by two paper-and-pencil tests in different times and with one performance assessment. In the writing test, mechanical and meaningful questions were included.

Major findings of this study are, first, that the auxiliary learning of 3D VR is better than the real-life situation. Second, situational learning activities can enhance participant performance in context-based questions. In summary, this study found that well-organized 3D VR animation is more effective than live situation learning, especially for context-based course content.

The lack of random assignment into test groups leads to non-equivalent test groups which can limit the generalizability of the results to other student population.

The findings of this study suggest that teachers can gradually arrange learning activities, from 3D VR to a real applied workplace; situated learning activities are more likely to support the transfer knowledge to real-life problem solving.

The findings suggest that teachers in arranging the classroom context activities can be the first to use 3D VR before actual reality to avoid novices getting lost in the complicated real situations. If learning activities can be arranged gradually, from 3D VR to real applied workplace, situated learning activities can help students to deploy their newly acquired knowledge and skills in real-life problem solving.