Understanding how consumer learning is used to cope with stressful consumption experience is important in today’s competitive marketplace. According to the Customer Dissatisfaction Study (2006), only 6 percent of consumers who experience a problem try to learn about solutions with some help from firms. By understanding how consumers and learn cope and handle service failure, firms can enhance their service recovery process to effectively deal with consumers’ frustration. This knowledge can positively impact corporate image, consumer repurchase intentions, satisfaction, and loyalty (e.g., Mittal and Kamakura 2001). As such, the current research aims at providing insight on the importance of situated learning in coping with stressful consumption experiences. Situated learning takes into consideration the context as well as existing consumer knowledge in shaping an individual’s ability to cope with stressful service experiences. The interaction with the environment and other individuals, the context of these interactions, and the role of individual cognition through mental models play an important role in situated learning. Such interplay is pivotal in mediating the ability of individuals to cope with unfavorable service episodes. Past research has alluded to learning process in the context of coping (Duhachek 2005; Endler and Parker 1990; Pavia and Mason 2004). Extant research has highlighted the importance of in situ learning as an essential mechanism to coping with anxiety and stress. However, previous research has considered learning as a component of coping. We believe that situated learning is a construct separate from coping that requires further exploration. Therefore, in this research we aim to establish the link between situated learning and coping. We also identify key antecedents of situated learning and relate such antecedents of need for control, need for closure and trust to the central concept of psychological closeness to the consumption problem at hand, which has a positive influence on situated learning and coping. We study the model in context of eastern (China) and western (USA) cultures. Data was collected using online surveys in USA and China. Individuals who have encountered stressful service situations were requested to undertake the survey. The items used to represent various latent variables were pretested in both the cultures to ensure face and content validity. The sample comprised of a total of 318 (186 U.S. and 132 Chinese) participants. Structural equations modeling was used to analyze the data. Exploratory and confirmatory factor analyses were conducted, the latter resulted in good fit for the model. Next, using Steenkamp and Baumgartner’s (1998) guidelines for cross-cultural studies, the measurement equivalence of the measurement variables was tested. Finally, the structural model was tested. For U.S. consumers, need for control, need for closure and trust positively influenced psychological closeness to the consumption problem, which positively affected situated learning and coping. For Chinese consumers, need for closure and trust had a direct influence on psychological closeness. However, there was no relationship between psychological closeness and situated learning, suggesting that the antecedents of need for control and need for closure had a direct effect on situated learning, which positively affected coping. This means that unlike U.S. consumers, Chinese consumers did not necessarily aligned themselves closely to the problem to learn about them. Their need for control and need for closure directly affected their situated learning, which in turn, had a positive influence on coping. Interestingly, unlike U.S. consumers, Chinese consumers did not trust their service providers enough to help them learn and cope.

Purpose: The purpose of this study were to find out effects of situated learning to problem solving of nursing students. Method: Subjects were 210 nursing students and analyzed by frequency, mean and t-test. Results: Experimental group who experienced situated learning was significantly higher problem solving than control group who didn't experience that. Conclusion: This study found that situated learning in nursing students was effective educational method to develop problem solving. So it is needed to develop various educational methods to improve problem solving according to curriculum.

본 연구의 목적은 디지털스토리텔링을 적용한 한국어교육 상황에서 여성결혼이민자의 스토리 생성과정에 나타나는 상황학습을 탐색하는 것이다. 이를 위하여 여성결혼이민자 2명의 참여자와 교사가 한국어를 학습하고 디지털스토리를 생성해 나가는 수업을 연구 사례로 보고 각 사례의 고유성을 이해하고 공통점 및 상이점을 살펴보고자 참여 관찰을 통한 질적 사례연구를 수행하였다. 자료 수집은 사전 설문지, 전사자료 및 학습활동 산출물, 학습자 면담을 포함하며, 분석적 귀납법에 따라 반복 분석 및 상황학습이론 고찰을 병행하여 스토리생성과정을 도출하였다. 본 연구는 삼각측정법, 조사자 위치기술, 참고자료 등을 통해 신뢰성을 확보하였다. 연구결과 상황학습 기반 디지털스토리텔링 환경에서 교사와 학습자는 스토리구술 및 디지털화를 위하여, 학습자 삶의 경험ㆍ생각ㆍ언어지식 등을 공유함으로써 상황적 지식이 보다 명료화되어가는 스토리생성과정을 살펴볼 수 있었다. 즉 학습자의 경험과 생각, 의미, 선행지식, 학습내용, 실생활 등이 디지털스토리텔링 활동 안에서 유기적으로 연결ㆍ확장됨으로써 상황학습이 이루어졌다. 제2언어 학습자의 스토리가 제2언어로 구술되고 디지털스토리로 재생성 되는 학습과정 이해를 통하여 상황학습을 위한 디지털스토 리텔링 학습 설계와 상황학습의 이해에 시사점을 줄 수 있을 것으로 기대한다.