Blended Learning & the Redesign of Psyc 100

Abstract

A great deal of research has shown that lectures with large class sizes struggle to promote active learning resulting in poor knowledge acquisition and retention as well as limited conceptual understanding. Based on the benefits observed for blending learning models and small group learning in the literature, Introductory Psychology (Psyc 100) at Queen’s has recently undergone a massive redesign with the goal of improving the student experience.The structure of Psyc 100 has been changed from 3 hours of traditional lecture a week to 1 hour of lecture, 1 hour of online learning, and 1 hour of learning lab per week. The goal of this redesign is to increase student engagement through learning labs, grant more freedom to pursue the course material via interactive online tasks, and delve deeper into exciting and relevant topics with more in-depth lectures.The labs are specially designed with a student-centered approach that helps learners to engage with fellow students and the material through group discussions, quizzes, games, and debates. Upper year students majoring in Psychology comprise approximately 2/3 of the tutorial facilitators for these labs, which provide undergraduate students with an important opportunity to take a more active role in the Psychology department and develop a love for teaching.We will present the research behind this redesign, demonstrate how it has been incorporated into the new Psyc 100 curriculum, and share our experiences as student facilitators through the ongoing refinement of the course.