Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-19T03:21:57.639Z Has data issue: false hasContentIssue false

Is the “Third-Generation Model” New and Is It the Holy Grail of Adaptive Learning?

Published online by Cambridge University Press:  07 January 2015

Alan M. Saks*
Affiliation:
University of Toronto
Robert R. Haccoun
Affiliation:
Université de Montréal
*
E-mail: [email protected], Address: Centre for Industrial Relations and Human Resources, University of Toronto, 121 St. George Street, Toronto, Ontario, Canada M5S 2E8

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
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

*

Centre for Industrial Relations and Human Resources, University of Toronto

**

Département de Psychologie, Université de Montréal

References

Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16, 8397.Google Scholar
Birdi, K. (2007). A lighthouse in the desert? Evaluating the effects of creativity training on employee innovation. Journal of Creative Behavior, 41, 249270.Google Scholar
DeRouin, R. E., Fritzsche, B. A., & Salas, E. (2005). E-learning in organizations. Journal of Management, 31, 920940.Google Scholar
Dobbs, K. (2000). Simple moments of learning. Training, 37(1), 5258.Google Scholar
Hesketh, B. (1997). Dilemmas in training for transfer and retention. Applied Psychology: An International Review, 46, 317339.Google Scholar
Hochholdinger, S., & Schaper, N. (2008). Prediction of individual e-learning success by organisational learning culture and individual transfer motivation. Zeitschrift fur Personalpsychologie, 7, 8189.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, 454467.Google Scholar
Lee, C. (2005). IBM: In the top spot for 2005. Training, 42(3), 2224.Google Scholar
Lee, L. Y., & Li, C. Y. (2008). The moderating effects of teaching method, learning style and cross-cultural differences on the relationship between expatriate training and training effectiveness. International Journal of Human Resource Management, 19, 600619.Google Scholar
Moolman, H. B., & Blignaut, S. (2008). Get set! e-ready, … e-learn! The e-readiness of warehouse workers. Educational Technology & Society, 11, 168182.Google Scholar
Raelin, J. A. (1997). Action learning and action science: Are they different? Organizational Dynamics, 26, 2134.Google Scholar
Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of the work environment. Journal of Applied Psychology, 80, 239252.Google Scholar
Weinstein, M. (2006). Suite success: On demand delivers for IBM. Training, 43(3), 1821.Google Scholar
Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: Emerging uses, empirical results and future directions. International Journal of Training and Development, 7, 245258.Google Scholar
Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78, 139145.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, 10181026.Google Scholar