Impact of the Quick-Response Code Based In-Class Assignments on Students Engagement and Retention

Authors

  • Richard R. J. Goulding Memorial University of Newfoundland
  • Anna Maria Harlick University of Calgary
  • Richard Kelly Memorial University of Newfoundland
  • Karoliina Oksanen Memorial University of Newfoundland

DOI:

https://doi.org/10.11575/pplt.v2i.42634

Keywords:

student engagement, formative assessment, student response system

Abstract

The paper describes a teaching technique alternative to online-based student response systems. We explore the potential of quick response (QR) code sheets as a tool for formative assessment, feedback, as well as a way to increase class engagement, student participation, information retention, and as a method to develop communication skills. The technique is neither institution nor course bound and can be implemented in classes of numerous sizes and levels. While it resembles more traditional teaching methods than computerized student response systems, it is student centered and accommodates digital natives’ approach to information gathering.

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Published

2017-11-14

Issue

Vol. 2 (2017): Creating a Learning Culture: Conversations that Matter

Section

Articles

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Before 2021, a CC BY-NC-ND license applied to all articles.