Knowledgebase: ePoll for Students
Using ePoll for Students

Article Last Updated December 2019

ePoll is the University of Alberta's web-based student response system (SRS), which allows instructors to conduct live student polls within the classroom. ePoll was constructed to provide existing SRS users with a free alternative to clicker-based systems while also allowing students to use their own devices including mobile phones, tablets, or laptops. ePoll is a custom developed solution for the U of A so anyone with feedback about the system is encouraged to contact the IST eClass team.

Accessing the system

To access the system, students can to go to https://epoll.srv.ualberta.ca and sign in using their CCID and password. All use of the system is governed by the Campus Computing Use Policy.

There is no specific app for ePoll at this time. For persistent use, users can bookmark the site, leave it open in a browser tab, or add a home screen icon or shortcut. Students can additionally access the ePoll through the Quick links menu in the MyUalberta app (available from the Android or Apple store):

 

Responding to Polls (Student-view)

  • To access a poll in class, students must enter the Poll ID code given to them by their instructor. This will be a 3 or 4 letter combination which is not case sensitive. To begin responding, input the poll code and tap or click Enter Poll.
  • Students joining successfully will see Joined Poll and the specific Poll ID to verify they are in the correct poll.
  • Until questions are launched by the instructor, Waiting... is displayed.
  • Once polling starts, the question title is listed on top with answer prompts below.
  • Students may click or tap any answer to make or change their selection before the poll is closed by the instructor.
  • The selected answer becomes highlighted and is listed above the question.
  • If an instructor elects to do so, the answer summary results may be displayed after polling is closed.
  • The percentage votes will appear beside each available answer.
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