Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study. (March 2016)

• Record Type: Journal Article
• Authors: Baron, David; Bestbier, Andrew; Case, Jennifer M.; Collier-Reed, Brandon I.
• Is Part Of: Computers & education. Volume 94(2015)
• Page Start: 61
• Page End: 76
• Publication Date: 2016-03
• Subjects: Backchannel -- Educational tool -- Lecture enhancement -- Mixed-method case study -- Higher education; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2015.11.007
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: Exploratory studies have started to demonstrate the potential value of digital backchannels for enhancing interaction in university lectures. The present study was conducted in a third year engineering course and involved the use of specialised backchannel software with the following features: students could anonymously post questions, vote on questions, give the lecturer feedback regarding the pace of the lecture or simply alert the lecturer that they were 'lost'. The study used a mixed-method data analysis design that, in addition to data automatically logged through the backchannel, included the use of observations, surveys, lecturer interviews and student focus groups. It was found that students used all features of the backchannel, with especial use of the 'like' feature, not currently available in most commercial backchannel packages. The backchannel increased the number of questions asked in class, and also resulted in a broader range of students participating in such interactions. There was limited evidence of the backchannel proving a distraction; on the contrary some students said that it helped them to focus more in class. From the lecturers' perspective the backchannel did require some modification of their lecturing style but they felt that the additional feedback that they achieved was valuable. Highlights: The introduction of a digital backchannel allowed for a wider range of students to interact in a university lecture. Students valued and made significant use of the 'like' button, which allowed them to vote on posted questions. The presence of a digital backchannel increased the overall number of questions asked in a class. There was little evidence of the backchannel promoting distraction in class. Lecturers welcomed the digital backchannel as it provided them with additional student feedback.