Beyond Learning Outcomes: Creating Equitable Learning Environments in Online I-O Graduate Education

Details

• Personal Author:
  Finch HM ; Lynner BN
• Description:
  Although, like Kraiger et al. (2022), we see the importance of examining learning outcomes across online and face-to-face learning contexts, we contend that learning outcomes should not be the only criteria of interest for graduate education in industrial-organizational (I-O) psychology. Because online education enables greater access to students across social identities, we must consider whether programs are meeting the needs of a more diverse student population. However, diversity within higher education and distance education are often considered separately, leaving instructors unsure of how to integrate diversity, equity, and inclusion (DEI) in online education. Consequently, instructors may take a technology-led approach to the curriculum while unintentionally neglecting evidence-based practices associated with the scholarship of teaching and learning and social justice education. For instance, instructors may hold the mistaken belief that culture and identity issues are neutralized in an online environment, but even in courses where DEI is not the focus, social identity issues still manifest (Limburg & Clark, 2006). Thus, the question remains: "How do we design online education in ways that encourage DEI?" Incorporating DEI into online education is a moral and ethical imperative, and universities are increasingly heeding this imperative in their mission, vision statements, and strategic plans. Furthermore, our professional associations are calling on us to engage in more inclusive and equitable practices. For example, in their Guidelines of Education and Training, the Society for Industrial and Organizational Psychology (SIOP) states that, "I-O psychologists should be sensitive to and have the interpersonal skills to interface with a diverse audience in a multicultural, global environment" (2016, p. 6). Unquestionably, calls for action have been made, yet DEI remains an afterthought in psychological research, practice, and education. Beyond comparing learning outcomes in online and face-to-face classrooms, we must also consider how to create just and equitable learning environments, beginning with culturally responsive computing. Scott et al., 2015) draw inspiration from culturally responsive teaching to develop tenets of culturally responsive computing, one of which focuses on using technology to enhance students' understanding of intersecting identities. Accordingly, culturally responsive teaching and computing can leverage practices that build on the unique identities that the instructor and learner bring to the online learning environment. Indeed, online and face-to-face education result in comparable learning outcomes when effective design principles are implemented (Kraiger et al., 2022). Similarly, evidence-based practice in online learning can result in benefits to attitudes, beliefs, and behaviors that are comparable to those obtained with in-person instruction (Alvarez & Domenech Rodríguez, 2020). Thus, it is critical to move a step further to foster just and equitable learning environments via consideration of the challenges and benefits of integrating DEI in online graduate education. [Description provided by NIOSH]
• Subjects:
  Education Occupational Health Safety
• Keywords:
  Curriculum Development Diversity Industrial Psychology Occupational Psychology
• ISSN:
  1754-9426
• Document Type:
  Text
• Funding:
  Grant
• Genre:
  Journal Article
• Place as Subject:
  Colorado ; OSHA Region 8
• CIO:
  National Institute for Occupational Safety and Health (NIOSH)
• Topic:
  Workplace Safety & Health
• Location:
  North America
• Pages in Document:
  177-180
• Volume:
  15
• Issue:
  2
• NIOSHTIC Number:
  nn:20067896
• Citation:
  Ind Organ Psychol 2022 Jun; 15(2):177-180
• Contact Point Address:
  Hannah M. Finch, Department of Psychology, Colorado State University, Fort Collins, CO, USA
• Email:
  Hannah.finch@colostate.edu
• Federal Fiscal Year:
  2022
• Performing Organization:
  University of Colorado, Denver
• Peer Reviewed:
  False
• Start Date:
  20070701
• Source Full Name:
  Industrial and Organizational Psychology
• End Date:
  20250630
• Collection(s):
  National Institute for Occupational Safety and Health
• Main Document Checksum:
  urn:sha-512:7e4d4369f0e52f895a8780ed683c7e37f4f9db798830994fac5e474e573bce88b8a6fee98f8af69f177548b64ee79b6df87548c762e8172d36e1258aba05e906
• Download URL:
  https://stacks.cdc.gov/view/cdc/230133/cdc_230133_DS1.pdf
• File Type:
  [PDF - 124.97 KB ]