Backchannel Communication to Improve Instruction and Learning

by Claire Calcote, PharmD, PGY1 Pharmacy Practice Resident, St. Dominic Jackson Memorial Hospital

If you are unfamiliar with backchannel communication, it involves using secondary ways to communicate “behind the scenes” of the primary method of communication, like during a lecture presentation. Its use within higher education has grown exceptionally, even before the COVID-19 pandemic. Backchannels have always existed within the classroom - like passing notes or private conversations with a nearby classmate. Now, multiple platforms allow students to submit comments, ask questions, or share supplemental materials without interrupting the primary communication channel (e.g., the teacher’s presentation). Essentially, the discussions and thoughts already occurring within the classroom are given an open environment to foster dialog. These channels don’t cure all problems - like distracting outside conversations, disengaged students surfing non-educational websites, and reserved learners who hesitate to ask for clarification or further explanation. However, a backchannel can create an additional outlet for discussions, engage both introverted and extroverted students, and reveal gaps in learners’ comprehension, which ultimately enriches instruction and enhances learning.

Several benefits of secondary communication through backchannels have been documented.^2,3 By providing an additional outlet for discussions and participation, student engagement is enhanced.² Backchannels also provide opportunities to engage those who are less likely to speak up during lectures or ask questions. Group collaboration can be facilitated when a backchannel is used.³ Additionally, these platforms foster an open environment for exchanging resources. Students can comment and clarify misunderstandings regarding lecture content.  And faculty can respond if needed.² This ultimately builds teamwork and collaboration skills, which are important outside of the classroom. Lastly, from an instructor perspective, the backchannel can reveal gaps in student comprehension, so efforts can be made to review or refocus specific content.³

While it is unclear when backchannel communication using modern technology first occurred, its formal use was described in the early two-thousands.¹ In 2006, a paper described a backchannel communication method using online chatrooms during graduate courses at the University of California, Berkley over a period of two years. Authors analyzed over 200,000 chat room entries, plotting chatroom communication over time to assess utilization trends.¹ They concluded that participation increased over time, with a small number of students participating most frequently.¹

I recently had some experiences working with a backchannel communication method during a course where I was the teaching assistant.  I wondered — is there a relationship between course performance and backchannel engagement? During this four-week course for second-year Doctor of Pharmacy students, a backchannel communication was available using a tool called Discord which includes Voice over Internet Protocol (VoIP) messaging, instant messaging, and digital media distribution platform. The instructor created a separate sever within Discord and enrolled the entire class, including teaching assistants and other faculty who contributed to the instruction. Additionally, students were assigned to small groups in the Discord community for active learning activities and other assignments throughout the course. During each class session, students had required to complete assignments or assessments that involved communicating with their group members in Discord. Individuals often used the general chat feature to communicate with other members of their group, the teaching assistants, and the instructors. Discord possesses helpful features like private messaging and both audio and video calling; therefore, students can contact anyone in the community to get clarification.  The system also provides a mechanism for urgent notification if emergent situations arise. Since Discord is popular among the gaming community, a select number of students were eager to engage on Discord as they were familiar with the platform.

During the first few days a majority of the class seemed hesitant to engage on Discord outside of the required in-class activities. However, as the course progressed, open discussions about lecture content occurred, with some students exchanging graphics and primary literature articles. Additionally, encouraging reminders before exams and amusing captioned pictures were exchanged between students and faculty. Students took the initiative to create topic-specific threads within the platform to organize the discussions for exam preparation. The experience aligned with the University of California, Berkley’s findings – backchannel communication participation increases over time, with a select number of individuals engaging the most.

By the second week of the module, particularly following the first exam, students were more likely to directly contact and communicate with the lead instructor and other faculty members. Questions became more specific and targeted as students began to study the materials. From a class administration perspective, in the event of a student emergency, participants were able to notify the faculty through Discord and devise alternative ways for the student to receive the instruction materials. These direct communication features were appealing from a faculty point of view, as they served as a more immediate way to communicate (when compared to email) and messages could be sent without disclose personal information. Platform use persisted until the conclusion of the four-week course, with students continuing to discuss and clarify lecture content prior to their final exam. After grades were finalizing, it was noted by the lead instructor that those who engaged the most within the backchannel were the highest performers within the course.

My observations coincide with experiences reported in a 2020 case study at the University of Aizu in Aizuwakamatsu, Japan.⁴ Professors used external personal social networking systems (SNS) like Twitter, Facebook, and Line for backchannel communication, which allowed students to interact and collaborate on assignments. Participants included those in four Japanese undergraduate English as a Foreign Language (EFL) courses and they were observed over one academic year.⁴ Interaction via the backchannel could be in any language of the students’ choice.  Initially, participants were hesitant to use the various SNS options for backchannel communication; however, reluctance was overcome once students realized the privacy of the backchannel. The study ultimately concluded that backchannel communication provided a comfortable outlet to engage with other classmates who they most likely would not interact with face-to-face.⁴

Backchannel communication can be used to overcome various classroom obstacles. Although multiple platforms exist, a single backchannel would be easier for faculty to maintain, monitor, and respond to. Students will need to learn about backchannel communication etiquette and faculty will need to set expectations on when and how to use the system.  Ideally, the backchannel would be used during the main channel (e.g. the lecture time) to prompt student engagement. This should be continued through several lectures to overcome potential participation hesitancy. Additionally, instructors should routinely send prompts in the backchannel that requires student response or collaboration related to the learning objectives of the course.  Creating a backchannel communication channel can increase classroom discussions, heighten student participation, and reveal misunderstood content.  In so doing, instruction and learning are ultimately enhanced.

References:

1. Yardi S. The Role of the Backchannel in Collaborative Learning Environments. In Barab S A , Hay KE, & Hickey DT. (Eds.), The International Conference of the Learning Sciences: Indiana University. 2006;(2):852-858.
2. Bruff D. Active Learning in Hybrid and Physically Distanced Classroom. In: Vanderbilt University Center for Teaching [Internet]. 2020.
3. Bruff D. Backchannel in Education – Nine Uses. In: Agile Learning: Derek Bruff’s blog on teaching and learning [Internet]. 2010.
4. Ilic P. Exploring EFL Student Use of Digital Backchannels During Collaborative Learning Activities. JALT CALL Publications. 2021;64-74.