On becoming Quitch-perts: The perspective of a peer leader during remote learning

Abigail Wust, Taliah Swart, Grainne Oates, Nicolene Lottering

Research output: Contribution to journalArticleEducationpeer-review

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Abstract

[Extract]
If you search the term “Quitch,” Google will recommend, “did you mean Quidditch?” The reference is seemingly appropriate to the game in the wizardry world, and in this paper we will reflect on the magical powers of the EdTech Quitch™ gamification app on student learning and creating a sense of community during the remote learning period of COVID-19. Judd and colleagues (2020) in their Campus Morning Mail article shared that “we have a responsibility to students to address their changing needs” and highlighted strategies of co-creation to transform the online student learning experience during COVID-19. The aforementioned authors challenged that if a central goal of higher education is to develop engaged, educated, and informed citizens, shouldn’t we engage with students as such? As the old adage goes, “nothing about us, without us.”
Original languageEnglish
Pages (from-to)212-220
JournalInternational Journal for Students as Partners
Volume5
Issue number2
DOIs
Publication statusPublished - 17 Nov 2021

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