دانلود رایگان مقاله بررسی اثرات backchannel بر تعاملات کلاس دانشگاه

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.

6. Conclusion

To date there has been relatively little research on the potential impacts of a backchannel on classroom interaction. The significance of the present study lies in a number of aspects. Firstly, the backchannel software developed carefully incorporated a full range of features to promote interaction e in this regard the study found that the ‘like’ icon was particularly well used and appeared to promote good engagement across a lot of the class, not only the question-askers. With regard to who was using the backchannel, the study used a range of sources of evidence to suggest that a broader range of students asked questions as a result of the software. The fact that students could also comment on the pace of the lecture was considered highly valuable, and a particular group of students, mostly those comfortable with asking verbal questions, considered this feature to be the most valuable of the backchannel's functionality. Methodologically the study has pointed to the value of a naturalistic inquiry in a real course setting with no external inducements for participation. The small sample size did not allow for statistical analysis but the use of mixed methods allowed for some degree of triangulation across sources of evidence. It is clear that further research is needed in this area to allow for elaboration of the findings emerging in this study e specifically it will be important to investigate more closely the nature of questions that are asked via the backchannel, the impact of ‘voting’ on student learning, as well as the possibility for either reducing or increasing distractability.