Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T13:14:28.264Z Has data issue: false hasContentIssue false
  • English
  • Français

Third-Generation Instruction: “Tools in the Toolbox” Rather Than the “Latest and Greatest”

Published online by Cambridge University Press:  07 January 2015

Kenneth G. Brown  and
Howard Klein
Kenneth G. Brown*
Affiliation:
The University of Iowa
Howard Klein
Affiliation:
The Ohio State University
*
E-mail: kenneth-g-brown@uiowa.edu, Address: Henry B. Tippie College of Business, The University of Iowa, 108 Pappajohn Business Building, Iowa City, IA 52242
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 1 , Issue 4 , December 2008 , pp. 472 - 476
Copyright
Copyright © Society for Industrial and Organizational Psychology 2008 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Henry B. Tippie College of Business, The University of Iowa

**

Fisher College of Business, The Ohio State University

References

Blanchard, P. N., & Thacker, J. W. (2007). Effective training: Systems, strategies, and practices (3rd ed.). Upper Saddle River, NJ: Pearson.Google Scholar
Brown, K. G., & Van Buren, M. (2007). Applying a social capital perspective to evaluation of distance training. In Fiore, S. M. & Salas, E. (Eds.), Toward a science of distributed learning (pp. 41–63). Washington, DC: American Psychological Association.Google Scholar
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–449.Google Scholar
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42, 21–29.Google Scholar
Davis, J. R., & Davis, A. B. (1998). Effective training strategies: A comprehensive guide to maximizing learning organizations. San Francisco: Berrett-Koehler.Google Scholar
Ertmer, P., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72.Google Scholar
Goldstein, I. L., & Ford, J. K. (2001). Training in organizations: Needs assessment, design, and evaluation (4th ed.). Belmont, CA: Wadsworth.Google Scholar
Kafai, Y., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.Google Scholar
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42, 7–19.Google Scholar
Kraiger, K. (2008). Transforming our models of learning and development:Web-based instruction as enabler of third-generation instruction. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 454–467.Google Scholar
Kulik, C. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75–94.Google Scholar
Noe, R. A. (2006). Employee training and development (4th ed.). Boston: McGraw Hill.Google Scholar
Olson, G. M., & Olson, J. S. (2000). Distance matters. Human-Computer Interaction, 15, 139–178.Google Scholar
Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Salas, E., Cannon-Bowers, J. A., Rhodenizer, L., & Bowers, C. A. (1999). Training in organizations: Myths, misconceptions, and mistaken assumptions. In Ferris, G. (Ed.), Research in personnel and human resources management (Vol. 17, pp. 123–161). Greenwich, CT: JAI Press.Google Scholar
Salmon, G. (2000). Computer mediated conferencing for management learning at the Open University. Management Learning, 31, 491–502.Google Scholar
Sitzmann, T. M., Kraiger, K., Stewart, D. W., & Wisher, R. A. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623–664.Google Scholar
Wesson, M. J., & Gogus, C. I. (2005). Shaking hands with a computer: An examination of two methods of organizational newcomer orientation. Journal of Applied Psychology, 90, 1018–1026.Google Scholar
Wexley, K. N., & Latham, G. P. (2002). Developing and training human resources in organizations (3rd ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar