Introducing Backchannel Technology into a Large Undergraduate Course

Oct 15, 2026

Uploaded by SANS

Backchannel technology enables students in large lecture courses to communicate with peers and the instructor while lectures and discussions take place. Instructors can capture, summarize, and integrate students’ questions, ideas, and needs into course content immediately and over time. The authors evaluated backchannel software by comparing two course sections (871 students) using online surveys and semester grades, finding higher satisfaction, engagement perception, greater mobile use for accessing materials, improved discussion comfort, and higher grade averages, plus reflections on implementation and maintenance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Challenges and opportunities in large lecture courses

Study context and course design

Backchannel goals and anonymity

Research approach and evaluation

Introducing Backchannel Technology into a Large Undergraduate Course Introduction d’une technologie d’arrière-plan dans un vaste cours de premier cycle Ruth Neustifter, Department of Family Relations and Applied Nutrition, University of Guelph Tuuli Kukkonen, Department of Family Relations and Applied Nutrition, University of Guelph Claire Coulter, Open Ed, University of Guelph Samantha Landry, Department of Family Relations and Applied Nutrition, University of Guelph Abstract Backchannel technology can be used to allow students in large lecture courses to communicate with each other and the instructor during the delivery of lecture content and class discussions. It can also be utilized by instructors to capture, summarize, and integrate student questions, ideas, and needs into course content both immediately and throughout the course. The authors integrated backchannel software in one of two sections ofa course, leaving the other section as a control; combined, the two sections contained a total number of 871 students. Data was gathered comparing both groups using online surveys and semester grades; results showed that the section using backchannel software had higher class satisfaction and perception of engagement, used their mobile devices more for accessing class content, felt more comfortable participating in class discussions, and had a higher grade average than the section that did not. The authors also explore their own experiences of finding, integrating, and maintaining backchannel technology. Résumé La technologie d’arrière-plan peut permettre aux étudiants de grands cours magistraux de communiquer les uns avec les autres et avec l’instructeur durant le cours et les discussions en classe. Les instructeurs peuvent aussi l’utiliser pour saisir, résumer et intégrer les questions, idéeset besoins des étudiants dans le contenu du cours, et ce, immédiatement et pendant toute la duréedu cours. Les auteurs ont intégré un logiciel d’arrière-plan dans l’une des deux sections d’un cours, faisant de l’autre section son groupe témoin. Ensemble, les deux sections comprenaient 871 étudiants. Des données ont été recueillies pour comparer les deux groupes à l’aide de sondages en ligne et des notes du trimestre. Les résultats ont démontré que la section utilisant le logiciel d’arrière-plan avait une plus grande satisfaction et une meilleure perception del’engagement, que ses étudiants se servaient de leurs appareils mobiles pour accéder à davantage de contenus, se sentaient plus à l’aise de prendre part aux discussions en classe et avaient une moyenne plus élevée que ceux du groupe qui n’avait pas accès au logiciel. Les auteurs explorent également leurs propres expériences pour trouver, intégrer et entretenir la technologie d’arrièreplan. Introduction Large courses using lecture formats are challenging for instructors who strive for active engagement across learning preferences and accessibility needs. A breadth and depth of literature is available documenting the consequences of growing class enrollments at universities. While it has been well documented that these classes create challenges, they also present unique opportunities for peer-learning resources, greater diversity, and other benefits (Wolfman, 2002) . The coauthors of the paper worked together to integrate technology into a large lecture course to try to better utilize some of these resources and increase engagement, learning a great deal in the process. The first two authors of this paper have each taught one of two sections ofa large lectureformat undergraduate course at a major Canadian university located in Southern Ontario. Total enrollment between the two sections was 871 students, with approximately equal size in each section. Each section is comprised of a three hours of weekly lecture over a 12-week semester, with a large portion of the 400 to 450 students in the section attending each lecture. This class is offered regularly at this univ

FAQs

How does backchannel technology support communication in large lecture courses?

It allows students to communicate with each other and the instructor during lectures and class discussions using a web-based chat approach.

How was the backchannel software evaluated in the study?

The authors integrated the software into one of two course sections and compared it with a control section using online surveys and semester grades across 871 students.

What outcomes did the study report for the section using backchannel?

Students showed higher class satisfaction and engagement perception, used mobile devices more to access class content, felt more comfortable participating in discussions, and achieved a higher grade average.

Oct 15, 2026

Uploaded by SANS