Online I-O graduate education: Where are we and where should we go?

Abstract

As online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.

Evaluating online I-O graduate programs: An information-seeking guide for prospective students

“…Online education brings many advantages and conveniences; however, online education may not be the best fit for all students and presents various challenges centered on the lack of in-person interaction throughout the duration of the program. Hopefully, the benefits of online education do not come at the expense of employability, another primary concern of Kraiger et al (2022). We created this information-seeking guide to support students in their evaluation of potential I-O graduate programs, especially those online such that they can determine the academic rigor an online program has to ensure their employment and other future prospects are bright and full of opportunities.…”

“…What opportunities exist for funding graduate education? One point not discussed by Kraiger et al (2022) is the difference in opportunities for funding graduate students between in-person and online programs. Without the opportunities to work for the university as research or teaching assistants, funding for online graduate students may be limited to scholarships.…”

“…What goals do I have for postgraduation? Kraiger et al (2022) observed that a vast majority of online graduate programs in I-O psychology are masters-granting programs, with only a few doctoral programs. Students whose goal is to enter the workforce in entry-level master's degree positions are less likely to be impeded by online graduate education.…”

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Kraiger et al (2022) provide a thorough evaluation and argument for the utility of online graduate education as well as important considerations surrounding potential downsides of completing graduate studies in industrial-organizational (I-O) psychology online versus in person. We feel a logical next step in advancing the discussion provided by Kraiger et al is to approach this topic from the perspective of aspiring graduate students in I-O psychology.

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A central decision in online course design: To go synchronous or asynchronous?

“…In response to Kraiger et al's (2022) intention to start a conversation on creating effective online learning environments, this commentary provides ideas for teaching methods in both synchronous and asynchronous courses that may boost student engagement, with a focus on developing teamwork and presentation skills, two of the most expected but least developed skills of I-O graduates (Fink et al, 2010). Both teamwork and presentation skills can be taught in online courses using both synchronous and asynchronous course design; however, the author has witnessed instructors who are hesitant to assign team projects and presentations in their online courses due to perceived technological constraints.…”