Developmental psychology in online and in-person classes: pedagogical considerations for tertiary teaching

The ways in which developmental psychology have been taught in university undergraduate and graduate environments differ when delivered in in-person or online settings. This commentary reviews the enablers and barriers of online and in-person pedagogical teaching of developmental psychology, particularly in the post-COVID era of generative AI. Enablers to online teaching primarily centre on the flexibility in how and where students learn, while barriers relate to the number of completed assessments and the amount of content students are required to retain across shortened teaching terms. Enablers to in-person teaching comprise face-to-face tutorials and the opportunity for assessment scaffolding, while barriers include the continuity and ongoing nature of student assessment. In addition, this commentary specifically draws on the teaching and research experiences of the author in identifying a four-pronged approach to improving the delivery of developmental psychology in both in-person and online teaching environments: 1) Constructivism (active engagement), 2) Retrieval practice (memory consolidation), 3) Metacognitive scaffolding, and 4) Motivational design (Self-Determination Theory). It then presents a series of recommendations to this effect, ranging from weekly student reminders and embedding consistent self-test materials throughout the course, to leveraging generative AI in curriculum design and assessment and integrating optional dates or flexibility for student submissions. Finally, it concludes by offering insights about the future of generative AI, including its use and application in developmental psychology, regardless of how the discipline is delivered and taught in the future.