INITIATING E-ACTIVITIES: APPLYING THE SITUATED LEARNING IN A CLASS WITH TRANSITION

With the rapid integration of digital platforms in education, understanding the shift from traditional to electronic modes of teaching and learning has become crucial for adapting to contemporary educational demands. This study explored the transition from traditional classroom teaching to e-teaching and e-learning, termed e-activities, for enhancing the quality of education in Taiwan, focusing on identifying emerging learning phenomena and addressing related challenges. Thirty-five participants, including the teacher and undergraduate students, in a 36-hour 'Graphic Design with Creative Narratives' course. Using an action-research approach with Lave and Wenger's Situated Learning: Legitimate Peripheral Participation (SL: LPP), the alignments highlighted utilizing triangulation methods to identify emerging phenomena, addressing the implications of failed alignments and delayed changes in student performance, and finally emphasizing facilitate transparency in situated resources. It discovered that 1) rebounding the rate of submission and attendance, 2) building a sense of security, and 3) exceeding the learning outcome were the key emerging phenomena and alignments that could be made amid the transition. This study identified key learning challenges in e-learning transitions, emphasized transparent educational resources, and offered adaptive strategies to enhance engagement and outcomes, aligning with SDG-4 goals and highlighting the need for ongoing exploration of e-activities methods. Keywords: e-learning, action research, situated learning, legitimate peripheral participation