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

Educators may be planning to use traditional teaching methods that are intended for in-person courses (i.e., lecture; midterm/final exam assessments) in an online or hybrid format. [...]faculty should take the time to demonstrate the connection between the objectives and the course materials to students to explain the “why” behind learning, which will likely increase student buy in and increase follower behavior (Leadership; Kath etal., 2021). For each topic, faculty can consider developing courses to include the following pieces to engage students: (a) learning resource (i.e., material to facilitate learning including readings, PowerPoint slides, short videos), (b) practice exercise (i.e., a nongraded immediate self-assessment that can include pairing key terms with definitions, multiple choice, fill in the blank), (c) interaction activity (i.e., an opportunity to connect with peers in the form of discussion posts, team projects), (d) application assessment (i.e., any assignment that explicitly allows direct application of course materials, such as the job analysis project), and (e) review (i.e., an assessment that allows a knowledge check of material, which can include a reflection question or multiple choice quiz). Given that verbal and immediate feedback look different in an online course, a detailed rubric that outlines the criteria and anchored ratings (e.g., exemplary, competent, needs improvement, and unsatisfactory) is often used to assess deliverables, which supports students with a strong performance orientation (Training & Development; Kath etal., 2021).