Assessing the impact of an "Echo360-Active Learning Platform"-enabled classroom in a large enrolment blended learning undergraduate course in Genetics


  • Colin Montpetit
  • Sonya Sabourin



Blended learning, Student response System, Learning analytics, Echo360-Active Learning Platform, Scientific teaching, pedagogy, learning outcomes, learning gains


In response to calls from the higher education science community to increase student engagement in learning, scientific teaching (reflecting the true nature of science by capturing the process of discovery in the classroom) and reflective teaching (or scholarly teaching), a genetics course was redesigned as a blended learning course. The new course model has provided several opportunities to engage students in the 5E learning cycle and to redefine the classroom experience. Despite the growing literature on effective design of blended courses, very little research has been conducted and very little is known about the impact of components of blended courses for large enrolment courses in relation to student learning outcomes. The goal of this investigation was to assess the impact of an Echo360-ALP enabled classroom on learning gains in a large enrolment blended learning course.






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