Situated cognition is the theory that emphasizes how knowing is inseparable from doing, and how human skills are deeply intertwined with external clues and social, historical, cultural and emotional contexts. This approach argues that knowledge could not solely emerge from individualistic and solidatory actions but have to be placed in interactions with specific environments.

Situated cognition is a central concept applicable to diverse levels of teaching and learning, but most ubiquitously seen in preschool and primary school educations. Learning occurs when the information is relevant to the activities and learning environment. If there is an obvious disconnect between what is being learned and whether that knowledge can be applied, it is likely that little learning has actually taken place. (https://elearningindustry.com/situated-cognition-meaningful-learning-college-classrooms). In order for learners to truly develop and absorb the target knowledge, it would be best for them to be immersed in the craft before being introduced the concept. Repetitious activity and simplified instruction should be accompanied at the beginning of the concept introduction, while practical tasks and challenges should follow when learners have familiarized themselves with the concept. This is called “scaffolding” technique that is widely used in the classroom.

One of the most practical and effective applications of situated cognition is teaching and learning language. If teacher only give key vocabulary, example sentence and teach students to say it correctly, students can only get to memorize the word but fail to communicate it in real-life dialogues. However, if in reversed scenarios, teachers introduce the situation where characters speak to each other using the key language, then explain the students what that means, they can grasp the idea better and be able to distinguish the cultural and social interactions where that key vocabulary is useful. Situated cognition becomes definitive factor in subject contents that put great emphasis on social and cultural elements.

Examples of situated cognition are students learning musical instruments better by practicing with a band rather than reading music sheets, or a chef improving his skills faster in a kitchen with utensils and ingredients alongside other chefs.

In situated cognition, learning happens best in real-world contexts through meaningful interaction. In online learning, this can be achieved through:

• Authentic tasks: Assignments that mirror real-world challenges, like simulations, case studies, or project-based learning.
• Social collaboration: Online forums, peer review, group projects, and discussions that promote knowledge co-construction.
• Context-rich environments: Using multimedia, virtual labs, or situational problem-solving scenarios to immerse learners in realistic settings.
• Mentorship and guidance: Instructor presence and feedback that scaffold learning similarly to an apprenticeship or community of practice.