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

Kurt Kraiger

Keywords: Social Learning, Web-Based Instruction, Constructivism, Professional Development, Online Interaction

The Study: This paper proposes a shift in learning and training models from traditional objectivist and cognitive frameworks (first- and second-generation) to a third-generation model grounded in social constructivism. The author argues that Web-Based Instruction (WBI) is ideally suited to facilitate collaborative learning and the social construction of knowledge.

Main Findings: Third-generation models emphasize learner-to-learner interaction and socially negotiated meaning. WBI supports these processes by offering flexible, multimodal communication, empowering less vocal participants, and flattening organizational hierarchies. However, high learner control environments may backfire if not properly supported. The paper highlights adaptive guidance, peer mentoring, and professional forums as powerful tools for workplace learning.

Practical Implications: Organizations should embrace instructional models that encourage social learning and meaning-making. WBI platforms should be designed to support collaboration, community building, and continuous development. Learning is no longer a discrete event but a shared, ongoing process embedded in daily work.

Reference: Kraiger, K. (2008). Transforming Our Models of Learning and Development: Web-Based Instruction as Enabler of Third-Generation Instruction. Industrial and Organizational Psychology, 1(3), 454–467. https://doi.org/10.1111/j.1754-9434.2008.00085.x

Kraiger, 2008.pdf

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