“I Got Confused Reading It”: Using Backchannels to Collaboratively Build Meaning with Texts

Abstract

This study explores the use of backchannels, real-time online conversations taking place simultaneously with spoken discussions (the front channel), as one approach to meaning-making through discussion. Using transcripts of front and backchannel discussions, we examine how undergraduate preservice teachers utilize backchannels to talk about class-assigned texts. Although previous research has suggested that backchannels can create distractions, our study found that participants within the backchannel groups were able to create meaning through their interactions. We used five types of talk (analytic, personal, intertextual, transparent, and performative) to aid in our analysis. While we found evidence of all types of talk in the transcripts, analytical talk dominated the conversations, suggesting that backchannels can indeed encourage close readings of texts. In addition, we found that the nature of the online environment created a sixth category of talk. This type of talk, which we called negotiation, allowed participants in the backchannel to define and react to the digital space they interacted within. Findings point to increased engagement in class discussion and the potential of backchannels as a way to effectively integrate technology into instruction.

The acceptance and effectiveness of digital learning technologies: A detailed empirical investigation in Islamic study classrooms

“…Students in the classrooms are encouraged to communicate with each other during the discussion section along with the teachers delivering the lectures . The lecturers' talks in front of the class are called the "front channels" and the students' communications with each other are termed "backchannels" (Seglem & Haling, 2018). Nowadays, lecturers use chat tools to communicate and enhance backchannel communication to encourage students to discuss their questions and concerns regarding the lectures and learning materials (Rodríguez, Piñeiro, Regueiro, & Estévez, 2020).…”

Securing the Youth Vote: A Comparative Analysis of Digital Persuasion on TikTok Among Political Actors

“…TikTok represents the hyper-postmodern aesthetic based on visual components, orientated toward entertainment and playful political participation among the youth (Vijay & Gekker, 2021). It has been recognized as a grassroots social media platform that allows a collective political expression for the youth to play a role in political self-expression (Vijay & Gekker, 2021) or as a back channel (Seglem & Haling, 2018) for youth to share their points of view and to encourage free social conversations. Furthermore, this social network is even used for image management to create a closer and more humanized political image of populist leaders (Bianchi, 2020).…”