Baron, D., Bestbier, A., Case, J. M., & Collier-Reed, B. I. (2016). Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study. Computers & Education, 94, 61–76. http://doi.org/10.1016/j.compedu.2015.11.007
Notes:
p.63: than half the class using the backchannel. This study did show that the ‘ like ’ feature had greater take up than the asking of questions, although they found that organizational messages, such as requesting lecture slides or asking for a light to be turned on were ‘ liked ’ the most out of any other type of posting. Messages relating to actual course content were rated less frequently. The study by Du et al. (2012) showed much higher levels of — Highlighted Jan 30, 2016
p.70: One of the most important results from this study was the widespread use and popularity of the ‘ like ’ feature of the software, allowing students to ‘ ‘vote ’ on questions that had been posted via the backchannel. It was ranked as the most helpful backchannel feature to help students engage with the course material in a survey of the class. This feature is something that is not, and arguably could never be, part of a traditional lecture structure. — Highlighted Jan 30, 2016
p.72: The backchannel e at times e seemed to act as an icebreaker. As questions were posted on the backchannel, students could see what their peers were thinking in real-time. As a result, the backchannel made people feel that they were not alone in their confusion. This was shown in lecture eight, where, after noticing that the ‘ lost’ ’ dial had reached 8 people, the lecturer asked the class — Highlighted Jan 30, 2016
p.72: 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 — Highlighted Jan 30, 2016