Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-19T15:01:48.553Z Has data issue: false hasContentIssue false
  • English
  • Français

If You Build It, Will They Interact? The Importance of the Instructor

Published online by Cambridge University Press:  07 January 2015

Wendy L. Bedwell  and
Eduardo Salas
Wendy L. Bedwell*
Affiliation:
University of Central Florida
Eduardo Salas
Affiliation:
University of Central Florida
*
E-mail: [email protected], Address: Department of Psychology and Institute for Simulation & Training, University of Central Florida, 3100 Technology Parkway, Orlando, FL 32826
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. 491 - 493
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

*

Department of Psychology and Institute for Simulation & Training, University of Central Florida

References

Arbaugh, J. B. (2008). Instructors as facilitators of learner–learner interaction in third-generation learning environments. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 486–489.Google Scholar
Aubert, B. A., & Kelsey, B. L. (2003). Further understanding of trust and performance in virtual teams. Small Group Research, 34, 575–618.Google Scholar
Bates, A. W. (2000). Managing technological change. San Francisco: Jossey-Bass.Google Scholar
Brown, K. G., & Van Buren, M. E. (2007). Applying a social capital perspective to the evaluation of distance training. In Fiore, S. M. & Salas, E. (Eds.), Towards a science of distributed learning (pp. 41–63). Washington, DC: American Psychological Association.Google Scholar
Carlson, H. (1991). Learning styles and program design in interactive multimedia. Educational Technology: Research and Technology, 39(3), 41–48.Google Scholar
Hicken, S., Sullivan, H., & Klein, J. (1992). Learner control modes and incentive variations in computer-delivered instruction. Educational Technology, Research and Development, 40, 15–26.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
Kraiger, K., & Jerden, E. (2007). A new look at learner control: Meta-analytic results and directions for future research. In Fiore, S. M. & Salas, E. (Eds.), Towards a science of distributed learning (pp. 65–90). Washington, DC: American Psychological Association.Google Scholar
Lai, S. (2001). Controlling the display of animation for better understanding. Journal of Research on Computing in Education, 33(5), 1–7.Google Scholar
Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6.Google Scholar
Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon Schuster.Google Scholar
Rocco, E. (1998). Trust breaks down in electronic contexts but can be repaired by some initial face-to-face contact. In CHI 1998 conference proceedings (pp. 496–502). New York: ACM Press.Google Scholar
Smith, T. C. (2005). Fifty-one competencies of online instruction. Journal of Educators Online, 2(2), 1–18.Google Scholar