InteractLab

Initial situation

Before the “InteractLab” project was implemented, the course relied primarily on traditional teaching methods, with limited use of digital tools (sharing of documents in paper format) and limited interaction between students and instructors. This teaching method was no longer able to accommodate the growing number of students enrolled in the course, which increased year after year.

Project implementation

The required course in “Experimental Methods” is a core component of the psychology curriculum, designed to develop students’ practical skills in experimental psychology. The goal is for students to propose a research project.

Working in groups of 5 to 6, students select a research topic suggested by the instructors, related to their field of study. Over the course of the semester, they must propose a research project and write a scientific report following the IMRaD format (Introduction, Methods, Results, and Discussion).

The theoretical concepts of the course are presented to students through short videos to be watched before class, followed by quizzes at the beginning of class. These videos are designed to correspond to the key stages of the lab project, guiding students as they advance their projects. This allows class time to be devoted to discussions between students and instructors.

In addition to the modules introducing theoretical concepts, students are encouraged to watch videos that raise their awareness of the proper use of artificial intelligence. In addition to general recommendations, topics such as hypothesis planning, ethics, and data management are covered. Students are also provided with a document detailing how they used AI during their work. This must be submitted along with the final research paper.

These practical assignments incorporate collaborative digital tools such as Teams, OneDrive, and SharePoint. These tools enable effective collaboration, centralized document management, and real-time communication, thereby promoting efficiency and productivity in the progress of a group project. Previously, assignments were completed on paper and therefore did not allow supervisors to review the group’s progress before each meeting. Now, progress reports must be submitted 48 hours before class, allowing supervisors to review them and use class time to provide constructive feedback to students, helping them either continue making progress or get back on track where they had previously stalled.

To track the progress of their work, each group has a dedicated SharePoint site created at the beginning of the semester by the instructors, which is jointly managed by students and instructors via the Teams tool. Documents are saved via OneDrive. Students submit their work through their research groups. The instructor provides feedback directly on the document and shares it transparently and instantly with the entire group. They also share the resources necessary for the project’s progress (ethics application, stimuli, data, and analysis) on the collaborative space.

In addition, students learn to use a digital logbook to document and organize their research project. In the form of meeting minutes, students must take notes of their discussions, organize the decisions made during meetings, and outline the tasks to be completed for the next session.

At the end of the semester, following the project design, data collection, and data analysis phases, the group project is submitted in the form of a scientific article of 8 to 10 pages, accompanied by a project log. Assessment is delegated to one of the supervisors who did not supervise the group during the semester. It is conducted using an evaluation rubric that was previously presented to the students and is based on the criteria taught during the semester. Each student therefore receives a group grade for the scientific report.

An additional assessment is implemented. This assessment takes the form of an individual exercise in which students are asked to create an original research project. This task focuses on completing a pre-registration form, a key component of modern scientific research in the Open Science Framework. The objective of this exercise is twofold: it assesses students’ understanding of the concepts and methods learned during the course and encourages them to apply this knowledge by conceptualizing their own research project. This assignment, building on the group work, requires them to answer about twenty questions without the aid of the internet or any reference materials.

Thoughts and advice

For teachers considering implementing a similar initiative, it is recommended to carefully plan the integration of digital tools into the teaching plan and to establish regular feedback mechanisms to continuously refine the project. Do not hesitate to schedule office hours during which students can expect answers to their questions to avoid being overwhelmed by constant requests. It is possible to require that responses to questions be provided exclusively through digital tools rather than via email.

It is crucial to ensure that both instructors and students receive adequate training in the digital tools being used. It is also important to structure the course around specific deadlines for student submissions.

The flipped classroom approach, combined with the use of digital tools, transforms traditional teaching into a more interactive and student-centered experience. This allows for better use of class time for in-depth discussions and hands-on activities. Feedback on students’ work is provided online before class, enabling meaningful interaction during in-class sessions. Learners and teachers can thus discuss key points and questions raised by the assignments, saving time and energy for both parties. This model encourages learners to become active and independent. Managing their own learning, participating in interactive quizzes, and engaging in classroom discussions strengthen their commitment and understanding of the concepts.