Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study

Baron, David; Bestbier, Andrew; Case, Jenni; Collier-Reed, Brandon I.

doi:10.1016/j.compedu.2015.11.007

Cited by 27 publications

(20 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Comments regarding shared experiences received positive votes and demonstrated the beginnings of community awareness (Draper and Brown 2004) and indications of social validation (Kang, Dabbish and Sutton 2016). This implies as Baron et al (2016) stated that opening up this 'digital backchannel' has enacted additional engagement. It is possible that students already used Facebook as an alternative method of peer communication as indicated by one student comment, and reserved their questions in the anonymous platform for lecture engagement.…”

Section: Discussionmentioning

confidence: 97%

Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Tan

Small

Lewis

2020

Research in Learning Technology

View full text Add to dashboard Cite

This article analyses the pilot of an anonymous question and answer mobile application with a large cohort of undergraduate students (460) enrolled on an Operations Strategy Management module. The mobile application allowed students to pose anonymous questions to both peers and staff, create replies and vote on questions posted by other users. The aim of the pilot was to evaluate how this application could be used to enhance communication, engagement and student learning both inside and outside of class time to overcome some of the challenges presented by large cohort teaching. An initial evaluation was undertaken exploring both the analytics attached to the platform and a thematic analysis of the posts. The initial findings of the pilot were positive, with the majority of students installing and regularly accessing the application with use increasing over time. The questions posed demonstrated engagement beyond surface-level memorisation of module content, and there were indications that the application could be beneficial in supporting student community awareness and interaction within large cohorts.

show abstract

Section: Discussionmentioning

confidence: 97%

Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Tan

Small

Lewis

2020

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…That fact has shown that technology involvement may increase the students' engagement in their learning (Rashid & Asghar, 2016). This engagement may result in raising the students to learn which is considered crucial for the improvement of learning (Baron et al, 2016). The fact also mentions that students are ready for technology use and learning changes since they live in a rapid technology evolution era (Li, 2017).…”

mentioning

confidence: 99%

Online backchannel as a formative assessment in improving writing skills

Prastikawati

Wiyaka

Adi

2020

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.

show abstract

“…Depending on the system, this feedback can take the form of questions or comments on the lecture content, votes or responses to posts from other students, messages referring to the lecture's presentation (e.g. pace of lecturing), or indications of being lost, for example [1], [4], [8], [16]. The benefits of digital backchannels are not so well studied as those of ARSs.…”

Section: Literature Review and Previous Workmentioning

confidence: 99%

“…The benefits of digital backchannels are not so well studied as those of ARSs. Some studies suggest that backchannels which permit students to post questions anonymously could increase their engagement [1], [5], and the number of questions asked in class [1], [2], [16]. However, students might also misuse these backchannels [2], [4], [8] to publish off-topics or inappropriate posts, thus disrupting the class.…”

Section: Literature Review and Previous Workmentioning

confidence: 99%

Using a Google Glass-Based Classroom Feedback System to Improve Students to Teacher Communication

et al. 2019

View full text Add to dashboard Cite

The use of augmented reality (AR) to support the learning process has been extensively researched but its use to support the teaching practice has just started to be explored. In this paper, we present a communication system that makes use of a pair of Google Glass to provide the teacher with a constant and private flow of information on the students' current knowledge. The proposed system allows the information sent by the students through their mobiles to overlap with the teachers' live vision of the class. Compared to other feedback systems like clickers or backchannel systems, this AR prototype avoids teachers diverting their gaze and interrupting the class to access the students' feedback. This supports the constant monitoring of potential comprehension problems that might otherwise be overlooked. With the aim of obtaining insights on the teachers' and students' views of the system, we conducted two studies during which the system was used in real classroom settings. The results of both studies suggest that the AR system could report benefits in terms of better communication between students and teachers, and a more adequate rhythm of the class. Also, the use of the AR system in the classroom does not necessarily constitute an element, which will distract and disrupt educational activity.INDEX TERMS Augmented reality, computer-mediated communication, educational technology.

show abstract

Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study

Cited by 27 publications

References 11 publications

Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching

Online backchannel as a formative assessment in improving writing skills

Using a Google Glass-Based Classroom Feedback System to Improve Students to Teacher Communication

Contact Info

Product

Resources

About