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

Auteurs-es

  • 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

Mots-clés :

student engagement, formative assessment, student response system

Résumé

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.

Téléchargements

Publié-e

2017-11-14

Numéro

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

Rubrique

Articles

Licence

Authors who publish with this journal agree to the following:

Authors retain copyright and, from 2021 onwards,  grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-NC) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

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