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  • As noted earlier, our recommendations for backchannels are tech-heavy. We recognize this may prove to be a barrier for some students who have fine motor skill challenges with typing, print-reading difficulties, or difficulties paying attention. We offer the following suggestions to prepare for these cases:

    • (1) Text-to-speech assistive technologies (like the Read & Write Chrome plug-in) may help the student interpret what’s in the backchannel.

    • (2) In lieu of the digital backchannel, check in with the student during class for quick in-person backchannel chats.

    • (3) Enlist a class buddy to chat quietly with the student and record in the chat what his/her questions or comments may be.

    • (4) Have a private conversation with students who may have attention difficulties to discuss whether it might be a good idea not to use the backchannel.

UDL accommodations
High-tech
Low-tech
Implementation options

  • Backchannels are highly technology-dependent. We find they are most often used in college classroom settings because many students bring their laptops to class anyway. That’s not to say they can’t be used in K-12 settings, but it does mean that the classroom needs to make accommodations for a 1-1 student-device ratio for implementation of this strategy to be most effective.

  • A commonly reported challenge of backchannels is the moderation - or lack thereof - by instructors. We recognize that it can be difficult for a teacher to multi-task. If classes have teaching assistants, sharing moderation responsibilities can be a helpful alternative. However, because students sometimes report wanting responses from the teacher him/herself, an effective use of backchannels may require you to introduce a small change to your pedagogy (Du, Rosson, and Carroll). Making a mental note to check the backchannel every few minutes can get you into the habit of being an active backchannel moderator.

  • The privilege of anonymity may encourage some students to engage in inappropriate conversation while class is in session. Regulate the backchannel as you see fit, especially if you are using it among younger students who may be more prone to this behavior. Requiring students to log in with their real names, for example, might deter from engaging in immature behavior.

Things to keep in mind

  • Introduces an option for engaging activity in an otherwise passive lecture setting. 

  • Offers a space to pose questions in real-time without interrupting the teacher.

  • Removes the need to raise one’s hand and speak in front of a large class.

  • Questions may be posed anonymously for those who would prefer to hide their identity. Online teaching expert Michelle Pacansky-Brock emphasizes that this is particularly appealing for students who would otherwise never speak up for fear of sounding stupid.

  • Builds a sense of community in classrooms that may typically be large and impersonal

Think back to a giant lecture you’ve sat through - maybe one you attended for professional development or a big lecture hall in college. Were you engaged? We expect, for many, the answer is no. Enter the backchannel.

 

Backchannels - or, as they are more formally known, “computer-mediated communication” software - are digital tools that run in parallel to in-class discussions. Typically found in university classroom settings, backchannels are designed to offer a space for active learning in environments where passive learning is often the norm. Students pose questions or conversation starters in the backchannel "room" as a way to engage with the material without interrupting the teacher.

Rationale & benefits
When should I use this?

Digital Backchannels

Backchannels are inherently digital tools, designed to support a running online conversation in parallel with class. If you don’t have the technical means to support backchannels in your classroom, we suggest you review our Quiet Answers module for similarly focused low-tech strategies.

“It makes asking questions in lectures feasible without disrupting the flow of class,” writes one university student (Du, Rosson, and Carroll, p. 162).

References:

- Du, H., Rosson, M., & Carroll, J. (2012). Augmenting classroom participation through public digital backchannels. Proceedings of the 17th ACM International Conference on Supporting Group Work, Sanibel Island, Florida. pp. 155.

- Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York: Routledge.

- Yardi, S. (2006). The role of the backchannel in collaborative learning environments. ICLS '06 Proceedings of the 7th International Conference on Learning Sciences, pp. 852.

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