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Transforming Our Models of Learning and Development: Web-Based Instruction as Enabler of Third-Generation Instruction

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  • Kraiger, Kurt

Abstract

In this paper, I suggest that our methods for how to train are based historically on what we understand learning to be. I briefly trace the history of instructional design models, which embody both first-generation objectivist and second-generation cognitive constructivist views of learning. I then suggest we are on the cusp of a third-generation instructional model, one that places greater emphasis on the learner forming understanding largely through a process of social negotiation, either in training or on the job. I argue that Web-based instruction offers a technology ideally suited to the social constructivist approach at the core of this third-generation model. I discuss the importance of interaction in learning and suggest why Web-based networked learning may result in more, not less, interaction during training. Finally, I discuss other applications of third-generation learning such as peer mentoring and professional forums.

Suggested Citation

  • Kraiger, Kurt, 2008. "Transforming Our Models of Learning and Development: Web-Based Instruction as Enabler of Third-Generation Instruction," Industrial and Organizational Psychology, Cambridge University Press, vol. 1(4), pages 454-467, December.
  • Handle: RePEc:cup:inorps:v:1:y:2008:i:04:p:454-467_00
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    Cited by:

    1. Ivan Soukal & Eva Hamplová & Jiri Haviger, 2021. "Effectiveness of Regulation of Educational Requirements for Non-Bank Credit Providers in Czech Republic," Social Sciences, MDPI, vol. 10(1), pages 1-15, January.

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