E-learning, an instructional strategy for imparting needed knowledge, skills, and attitudes in organizations, is here to stay. Its viability, effectiveness, and potential to return tangible benefits to organizations depend largely on how it is designed, delivered, and evaluated. This article provides a comprehensive review of the state of the art of e-learning methods in organizations. The authors also critically examine e-learning’s effectiveness by reviewing the current literature on the outcomes of e-learning. Finally, they offer a research agenda designed to bridge the gap between the practice and science of e-learning.

No abstract

No abstract

The experience sampling method and palm-top computers were used to obtain 75-100 randomly timed in situ assessments of 11 mood-related items from 54 Ss over 12-14 days. The variability in the distribution of an S's responses to each item was used as an estimate of intrasubject mood variability. Mood variability was stable across time (average r > .58) and across situations (average r = .51). The intercorrelations among the individual item variabilities were also substantial (average r = .41); when the items were combined into a mood variability scale, the coefficient alpha was .84. The stability and internal consistency of mood variability could not be reasonably attributed to similarity in item valences, differences among the Ss in the situations they encountered, response biases, or response errors. It was concluded that mood variability is a stable personal characteristic, but additional analyses suggested that it may be independent from other kinds of intraperson variability.

No abstract

This study examined the effects of stereotype threat and pacing on older adult training outcomes. Older adults (N = 51; M age = 71 years) were randomly assigned to stereotype threat and pacing conditions and completed computerized library training. Contrary to expectations, stereotype threat was found to improve performance significantly on both training practice exercises and a post‐training knowledge test. Self‐pacing was not found to affect training performance, but did produce more positive reactions to the training course. Implications for training design and for stereotype threat research are discussed.

Research on workplace ageism has largely ignored the intersection of multiple-group memberships. Thus, we provide theoretical coherence regarding contextual factors determining age salience, and competing theories on consequences of multiple subordinate-group status. Our framework integrates the theories and shows when/how competing aspects of group-membership become salient.

This study extends prior research on the good‐mother stereotype by examining the influence of mothers’ role satisfaction on perceptions. Students read a brief description of a mother and rated her commitment to motherhood and communality. As predicted, the mother who remained home with her child and who was satisfied with staying home was rated higher than was the dissatisfied stay‐at‐home mother. However, the continuously employed mother who was satisfied with working outside of the home was perceived as less committed to motherhood and less selfless than was the dissatisfied, employed mother. The results are discussed in the context of Russo's (1976) analysis of the motherhood mandate and Eagly and Steffcn's (1984) theory of gender stereotypes. Implications for career‐oriented mothers are examined.