Situated Cognition Principles Increase Students’ Likelihood of Knowledge Transfer in an Online Information Literacy Course

Abstract

A Review of: Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy course. 2016 Ossom Williamson. This is an Open Access article distributed under the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -To assess the efficacy of the application of situated cognition principles in education students' transfer of knowledge to practice in an online information literacy course. "Situation cognition" refers to a theory in which expert behaviour-modeling, authentic activity and apprenticeship, and learning environment are integral in learning.Design -A randomized controlled trial.Setting -A small private university in New York State.Subjects -85 education college students in 7 sections of a 1-credit online course titled