Situated Learning and Identity Development in a Korean Older Adults’ Computer Classroom

Situated learning theory understands learning to be a sociocultural activity, and individuals experience identity development as they participate in communities of practice. The purpose of this study was to understand how Korean older adults’ computer learning in a classroom is a situated activity and how this learning influences older adults’ identities. Eleven sessions of an intermediate course for older adults were observed, and 10 older computer learners were interviewed. This study revealed that social interactions, learning tools, the physical setting, and Korean culture were embedded in the course and shaped the learning processes. This study also found that the participants’ learning in the community of practice in the classroom as well as the larger community of general computer users influenced their identity.