Leveraging Institutional Tools to Improve Attendance-Taking: Reducing Time and Resources While Increasing Physical Distance 

Meghan E. Norris, Queen’s University

Devin I. Fowlie, Queen’s University

Andrew D. W. Hall, Queen’s University

Respiratory illness has a large impact on the classroom, where instructors and students are often required to be in close contact with one another. This places high-risk individuals in particularly challenging positions as they navigate attending their classes while keeping themselves safe. We outline one possible tool for minimizing contact during a high-contact activity: attendance-taking.

Introduction

Taking attendance is an important process, which provides instructors with the opportunity to attend to the needs of students who may be at an increased risk for experiencing difficulties with the course. Class attendance at the postsecondary level is strongly related to increases in performance, predicting such improvements above and beyond other established metrics such as admissions standards and study behaviors (Credé, Roch, and Kieszczynka 2010). However, attendance-taking is time consuming, may involve sharing papers/pencils, and may require proximity to students. This can be especially challenging in large and hybrid classes (Triyason, Tassanaviboon, and Kanthamanon 2020). We outline an accessible, simple method for increasing efficiency and physical distancing when taking attendance, especially in large classes. We explain this method in the context of Microsoft Office tools, available through many postsecondary institutions, though other software can be easily integrated. This method of taking attendance also allows for intake of seat number for attendees, in case location data is helpful for tasks such as contact tracing.

Lessons on the Importance of Attendance Taking Post-COVID

There can be no doubt that the COVID-19 pandemic facilitated rapid changes to higher education learning spaces (Bartolic et al. 2022). Students who get sick (with COVID-19 or otherwise) should not be expected to be present on campus, because attendance when sick increases the risk of transmission and promotes spread of illness. The COVID-19 pandemic has invited a broader incorporation of the principles of flexible course design to encourage students to stay home when sick, promoted by courses and curricula that are responsive to the lives of students (Collis and Moonen 2002). Importantly, flexibility and taking attendance are not at odds. Indeed, if a student is consistently missing class, a teaching intervention can be implemented to proactively connect them with additional supports. For example, tracking attendance can be leveraged within Learning Management Systems (LMS) where absences can be counted. If a student meets a certain number of absences, pre-determined by the instructor, intelligent agents can be triggered to send a proactive check-in with student supports.

QR Codes and Survey Tools for Attendance 

QR (Quick Response) codes provide a no-cost solution for recording classroom seating and attendance. QR codes function on most smartphones, redirecting users to a specified URL from a simple hover of a smartphone camera over a pre-created QR code image. This provides a powerful method for taking attendance: QR codes can redirect students to an institution’s spreadsheet-based software such as Forms in Office 365, where students can then input their seat number and any other desired information. Microsoft Forms automatically collects identifiers and timestamps when used within an institution, reducing the chances of unverifiable submissions. If a student does not have an available device, a back-up paper method for attendance can always be used. 

Implementation

Sample implementation is as follows: Using Microsoft Form, or another online survey tool, an instructor creates an attendance survey requesting desired information (e.g., seat number, lab section, etc.). They then generate a QR code for the URL of that attendance survey, using a free QR creation tool that redirects to the URL. This QR code is either projected onto a screen, or printed and placed in an accessible location for students to scan (e.g., at a seat). Students scan the QR code to open the online survey, which automatically captures submission time and requested information. After submission, which happens simultaneously among students, class begins. This method for attendance is much faster than traditional attendance methods, requires few paper-and-pencil resources, and is free from physical contact. Once attendance data is downloaded, it can easily be compared against a class list.  

Technologies 

Students in many schools typically use one of two smartphones: Apple or Android. On both Apple and Android devices, students open their phone’s camera, and put the QR code in view of the camera. This prompts a URL to appear, linking to the desired intake survey. 

Recent models of both devices have native software that allows for QR code scanning. For students whose devices do not have native software for QR code scanning, an app that is compatible with both Apple and Android, recommended by digitaltrends.com (2023) and digitalcitizen.life (2021), is Kaspersky’s QR Code Reader and Scanner (“About Kaspersky QR Scanner” n.d.). Android users also have Google Lens (n.d.) as an available app for scanning QR codes. 

Although we describe this method using Microsoft’s Form tool for collecting data, QR codes can be used to redirect to any URL, including alterative survey tools. 

Strengths

This method of collecting attendance has a number of benefits: it is rapid, students can be sent an automatic receipt of attendance for their records, and it creates an automatic spreadsheet that can be used for classroom purposes (including quickly creating groups with only those in the room, etc.). This data can then be integrated into an LMS, allowing for student support interventions to be triggered when pre-set absence thresholds are set.

Challenges

Not all students have access to a working mobile device, and students may be unable to scan the code and fill out an online intake form for a variety of reasons. Having a sheet of paper for back-up attendance recording is an easy way to reduce challenges at the time of attendance. Students may say they logged in, but unlike the physical signature, there is not a way to clearly know if there is a technology failure. Because of this, we strongly recommend that users enable the option to send confirmation of completion receipt within the Microsoft (or other) software. As with paper-and-pencil methods of taking attendance in large classes, students may be able to enter data for friends depending on survey settings. Using institutional software may allow instructors to limit access to those within a given IP range if this is a concern. Lastly, depending on the size of the course, datasheets can be quite large. Having a solid understanding of Excel spreadsheets, and how to integrate attendance data (which will have some missing data) into the Learning Management System is required for this process to be smooth.

About the Authors 

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