Educators’ Perceptions of Uses, Constraints, and Successful Practices of Backchanneling

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dc.contributor.author Toledo, Cheri
dc.contributor.author Peters, Sharon
dc.date.accessioned 2010-12-03T21:45:04Z
dc.date.available 2010-12-03T21:45:04Z
dc.date.issued 2010-05
dc.identifier.uri http://hdl.handle.net/10294/3102
dc.identifier.uri http://ineducation.ca/article/educators-perceptions-uses-constraints-and-successful-practices-backchanneling en
dc.description.abstract This qualitative study sought to explore participants’ perceptions of the impact of web-based backchanneling conversations in a variety of learning environments. Backchannels, forms of instant message conversations, take place during synchronous learning sessions. Online interviews with educators from Canada and the United States revealed their perceptions of the uses, constraints, and successful practices of backchanneling. Educators in the study saw backchanneling as a non-disruptive, non-subversive, collaborative activity that expanded participation and interactions; an approach applied with intentionality to enhance learning. Six themes emerged from the data: backchanneling for professional development and networking; backchanneling for engagement; constraints of backchanneling; changes in teacher and/or learner perspectives; examples of backchanneling in educational settings; and suggestions for successful backchanneling. en_US
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Educators’ Perceptions of Uses, Constraints, and Successful Practices of Backchanneling en_US
dc.type Article en_US
dc.description.authorstatus Faculty en_US
dc.description.peerreview yes en_US


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