Dr. Connie Varhangen is one of the pioneers on the U of Alberta campus who integrated web-based technology into her teaching and research. She has also long been an advocate for using technology to enhance learning. She believes that students will benefit not only from a good lecture but a variety of activities that will cultivate their critical thinking, reading and writing skills.

Intro.Psych is the web-based template she uses to construct a positive learning environment.. From this web site, students receive guidance, engage in online discussions, and explore topics in depth by viewing WWW resources. In an interview with Connie, she voiced her experience in utilising technology as a teacher, and a researcher. She sees the use of technology in her discipline as allowing "instructors [to] demonstrate many psychological principles and theories; students [to] participate in replications of important psychological research. Communication is enhanced through the use of e-mail and discussion forums. A large amount of information is much more accessible."

Why is it important to use technology for your course?

Approximately 4000 students take introductory psychology courses each year at the University of Alberta. Most of our sections are large (up to 495 students) and consist of a lecture, text to read, and multiple choice examinations. Students learn a lot of psychology content but they don't delve deeply into any area covered in the course. Many students also don't develop a sense of belonging in such large classes. Our department simply does not have the staffing resources to offer small classes or tutorials in which students can be guided in developing critical thinking, reading, and communication skills. We also don't have the resources to provide active learning experiences in laboratory settings. On the other hand, there is a wealth of psychology resources on the Web and there is excellent discussion software available for communication. Technology can alleviate some of the constraints and help students learn better.

What was the instructional goal for the intro.psych web site?

The goals of intro.psych are to (a) allow students the opportunity to explore some introductory psychology topics in greater depth, (b) help students begin developing critical thinking, reading, and communication skills, (c) help students become more computer literate, and (d) provide a sense of a learning community to which the students belong in the classroom.

How do students benefit from intro.psych you designed and implemented?

Some students like the intro.psych and some do not. We are conducting a large-scale evaluation but I can say there is anecdotal evidence indicating that those who like the technological interventions seem more likely to continue their study in psychology. All students benefit from this alternative form of instruction in terms of their grades. They also develop better thinking, reading and writing skills. They become more critical towards the psychology information they find on the Web.

What are the challenges you encounter when applying technology in your teaching?

Some students are resistant to this alternative form of instruction. It was painful to receive some negative feedback but I have learned to be very clear that intro.psych is an alternative and to advise students that they should consider the benefits of both intro.psych and the traditional lecture format. They should select the format that is appropriate for their needs. Even among those who prefer the alternative format, I am challenged to help students realize that they need to develop personal control for their learning and that they need to be active learners. I cannot provide students with the knowledge and skill they need to succeed - the students must actively engage in their own learning experiences. Having to constantly defend this alternative and to help other faculty accept that students can benefit from technology are also large challenges.

As an instructor and researcher, do you find this experience rewarding?

Yes. As an instructor, I am thrilled to help students become critically reflective, self-motivated, active learners. These warm, fuzzy feelings are an important motivator as an instructor. I find I am closer to my students. The students also experience a greater sense of belonging in the classroom. As a researcher, I have the opportunity to develop instruction based on learning and instructional theory and to evaluate the effects of this alternative to traditional lecture-based instruction on student affect, learning, and progress through their undergraduate program.

back to top