Online Teaching and Learning in Psychology: A Summary of the Research with Applications Over the past decade, online course enrollments have grown dramatically in higher education, even as some institutions have experienced enrollment decline in face-to-face courses (Allen et al., 2016). However, both students and instructors remain skeptical regarding the quality of teaching and learning that is offered in online and blended formats (Allen et al., 2016). Considering psychology courses are commonly offered in online and blended formats at both the community college and university level, research that is specific to teaching psychology online has important implications for the overall quality of education in the field. This presentation will summarize the body of research that has focused on online teaching and learning in psychology. Common categories of research published in the last 10 years include: * Efficacy research comparing student learning outcomes in courses taught in online, blended, and face-to-face formats (e.g. Garratt-Reed et al., 2016; Goette et al., 2017). Outcome variables in this body of research include student grades and DFW rates. * Efficacy research comparing student learning outcomes in online and blended formats for different student groups. For example, several studies have investigated the effectiveness of online learning for non-traditional students (e.g. Tilley, 2014; Van Doorn & Van Doorn, 2014). * Research testing the effectiveness of teaching certain psychology concepts in online settings, including research methods (e.g. Goode et al., 2018), and specific concepts such as positive reinforcement (e.g. Grant, 2004). After a brief summary of the research on online education in the field, the presenters will discuss how these research findings can strengthen teaching and learning in psychology. The presenters will lead active discussions with conference participants about ways to apply this body of research to enhance online, blended, and face-to-face courses. After this presentation, attendees should leave with a better overall understanding of the research in this field, and with opportunities to discuss the future of online teaching and learning in psychology. References Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. Online Learning Consortium. Garratt-Reed, D., Roberts, L. D., & Heritage, B. (2016). Grades, student satisfaction and retention in online and face-to-face introductory psychology units: A test of equivalency theory. Frontiers in Psychology, 7(673), 1-10. Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing delivery approaches to teaching abnormal psychology: investigating student perceptions and learning outcomes. Psychology Learning & Teaching, 16(3), 336-352. Goode, C. T., Lamoreaux, M., Atchison, K. J., Jeffress, E. C., Lynch, H. L., & Sheehan, E. (2018). Quantitative skills, critical thinking, and writing mechanics in blended versus face-to-face versions of a research methods and statistics course. Teaching of Psychology, 45(2), 124-131. Grant, L. K. (2004). Teaching positive reinforcement on the Internet. Teaching of Psychology, 31(1), 69-71. Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses. Psychology Learning & Teaching, 13(2), 95-106. Van Doorn, J. R., & Van Doorn, J. D. (2014). The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students. Frontiers in Psychology, 5(324), 1-14. Rebecca Thomas Postdoctoral Scholar Oregon State University | Ecampus Research Unit | 541.737.9211 OSU Ecampus is ranked No. 5 in the nation by U.S. News & World Report<http://www.usnews.com/education/online-education/bachelors/rankings>.