What is it?
A backchannel exists in contrast to a frontchannel. The frontchannel is discussion managed by an instructor, while a backchannel comprises the unmanaged notes and whispers students may use in class. Digital backchannels are a compromise between these two modalities. They are supervised by the instructor, but may run in parallel with a spoken, guided class discussion. (Carpenter, 2015). You are likely familiar with one already: the chat channel in a synchronous online class can sometimes fulfill a similar role. Backchannels tend to be popular at academic conferences: for example, conference attendees tag their posts with a specific hashtag to share their observations and reflections during a talk.
While digital backchannels are native to many online classroom platforms (including BigBlueButton and Zoom), implementing them in an in-person class is more challenging.
What are the benefits?
Digital backchannels allow instructors to hear from students who may be shy about speaking up in class. They allow anonymous participation, increasing the feeling of safety for many learners.
Some platforms allow students to vote or like posts. Voting helps ensure that a plurality of students drives discussion, rather than the one who is most willing to speak up.
What are the challenges?
Unlike the online class chat interface, students need to intentionally access the backchannel on their device in class.
The use of a digital backchannel can be distracting and divert the attention of both the instructor and the students.
One possible solution to these challenges is to set clear guidelines for when students have access to the backchannel. A Padlet, for example, can be set to “read only”, preventing further posts.
Who’s using this?
Pending… if you’ve used this technique and you’re willing to share thoughts about your and your students’ experience, send me an email!
Resources
A Padlet using the Stream layout works most similarly to the chat in an online classroom. (An example of a Stream backchannel is provided here).
Instructors could link to or embed such a Padlet in their Moodle site.
References
Carpenter, J. P. (2015). Digital backchannels: Giving every student a voice. Educational Leadership, 72(8), 54. KPU library link.
Howell, S. L., Johnson, M. C., & Hansen, J. C. (2023). The innovative use of technological tools (the ABCs and Ps) to help adult learners decrease transactional distance and increase learning presence. Adult Learning (Washington, D.C.), , 104515952211497. https://doi.org/10.1177/10451595221149768. KPU library link.
Pohl, A., Gehlen-Baum, V., & Bry, F. (2012). Enhancing the Digital Backchannel Backstage on the Basis of a Formative User Study. International Journal of Emerging Technologies in Learning (Online), 7(1), 33-41. https://doi.org/10.3991/ijet.v7i1.1898. KPU library link.
