Hostname: page-component-848d4c4894-2xdlg Total loading time: 0 Render date: 2024-06-15T16:38:11.153Z Has data issue: false hasContentIssue false
  • English
  • Français

The future of learning: Teaching industrial and organizational psychology in all modalities

Published online by Cambridge University Press:  08 February 2021

Afra Saeed Ahmad Open the ORCID record for Afra Saeed Ahmad [Opens in a new window] ,
Steven Zhou Open the ORCID record for Steven Zhou [Opens in a new window]  and
Tom Ayers
Afra Saeed Ahmad*
Affiliation:
George Mason University
Steven Zhou
Affiliation:
George Mason University
Tom Ayers
Affiliation:
George Mason University
*
*Corresponding author. Email: aahmad14@gmu.edu
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 13 , Issue 4 , December 2020 , pp. 540 - 543
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

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.)

References

Allen, I. E., & Seaman, J. (2017). Digital compass learning: Distance education enrollment report 2017. Babson Survey Research Group. https://onlinelearningsurvey.com/reports/digtiallearningcompassenrollment2017.pdf Google Scholar
Boettcher, J. V., & Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. John Wiley & Sons.Google Scholar
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465.CrossRefGoogle Scholar
Fredericksen, E. E. (2017). A national study of online learning leaders in US higher education. Online Learning, 21(2). doi: 10.24059/olj.v21i2.1164CrossRefGoogle Scholar
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management (OJAKM), 5(1), 101–111.CrossRefGoogle Scholar
Kath, L., Salter, N., Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460.Google Scholar
Shaver, D. (2017). The added value of conducting learning design meeting to the online course development process. TechTrends, 61(5), 438–443.CrossRefGoogle Scholar
Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review of the literature. Quarterly Review of Distance Education, 17(1), 23–32.Google Scholar