Using the Inter- and Intranet in a university introductory psychology course to promote active learning

This paper reports on how a university introductory psychology course was restructured after a campuswide information technology program was introduced at a small Canadian university. Our use of the campus Intranet and the Internet resulted in a technology-enhanced lecture environment, greater student exchange of ideas, greater and more efficient communication between the instructor and students, and more writing assignments than are typical of first year psychology courses. Evidence of success came from increased grades on examinations, positive course evaluations, and an increase in the numbers of students declaring psychology as their major. Technology was helpful in implementing aspects of undergraduate education that promote active learning.