Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general chemistry course. In this new format, lectures from an instructor in a large classroom were eliminated and replaced by classes led by Teaching Assistants (TAs) in rooms with flexible seating and less than 30 students. In this Distributed Active Learning (DAL) approach, the smaller class size was hypothesized to be a pedagogical advantage but at the same time less experienced teachers were now leading the class. Instructor-prepared videos that included prompts for group work were found to be an effective resource for TAs in these classes. Results indicate that students in the DAL classes outperformed those in the traditional large enrollment courses, with failure rates 3 to 4 times larger in the traditional courses. This preliminary investigation indicates that DAL is a promising approach that improves student outcomes and merits further research.