Learning is most effective when situated in the learner’s context, particularly in the context of distance and online theological education. Learning theory (situated learning), online learning (blended learning), and theological education (distance/online theological education) are interfaced within the framework of a theological paradigm that recognises the significance of being contextually rooted. Various learning modes are examined, including synchronous learning, asynchronous learning, and different types of blended learning, within the context of some Asian and African institutional settings. The focus is on how these modes can be utilised by learners and course/curriculum designers to align with the learners’ specific context. This is done by showing different types of learning activities that encompass the essential aspects of situated learning, such as activities that allow for participation in collective endeavours and authentic environments.