Table 5.
Comparison of situated learning, experiential learning, and transformative learning.a
| Characteristics | Situated learning | Experiential learning | Transformative learning |
| Learning assumption | A dimension of social practice | A holistic process of adapting to the world | Critically aware of the personal paradigm |
| Learning perspective | Concerns the whole person acting in the world | Combines experience, perception, cognition, and behavior | Implicates transformation in meaning perspective that encompasses cognitive, conative, and affective components |
| Definition | Learning is participation in communities of practice, which produces knowledgeable identities and the community itself | Learning is the processing of transformative experiences, which includes concrete experience and abstract conceptualization | Learning is changing problematic frames of reference, which comprise habits of mind, points of views, and mind-sets |
| Environmental conditions | Real-life situation where the learning occurred | Create learning environments for feeling and thinking, reflecting, and acting | Safe environment, authentic settings |
| Learning activities | Sustained participation via observation, collaboration, and communication | Reflective observation and active experimentation | Critical reflection and dialectical discourse to validate beliefs, intentions, values, and feelings |
| Implications for MAREb | Thinking holistically about learning activities, real practical tasks, real environments, and MARE functions Understanding and using the social situation, especially the real-life environment Design activities to sustain participation with MARE (or ARc) |
Design virtual learning environment for feeling, thinking, watching, and doing Utilize Kolb’s spiral model from concrete experience or knowledge to action [40] |
Design the learning activities to reflect upon and change problematic frames of reference |