Search results

Purpose – The purpose of this study was to understand how, if at all, backchanneling technology supported an early career English teacher’s facilitation of literary discussions in his 10th grade classroom. Although emerging findings from studies of backchanneling in teaching contexts have illustrated its potential power, little attention has been given to how teachers learn to use the tool or reimagine their pedagogical roles as they use backchanneling for instructional purposes.

Design/Methodology/Approach – Discourse analyses of 16 face-to-face (frontchannel) and online (backchannel) transcripts of discussions exposed how participants used these two venues to interact simultaneously around a literary text. Methods from Nystrand’s (2002) dialogic discourse analysis isolated each teacher interjection in the contexts of each discussion.

Findings – The teacher used the backchannel to probe for elaborated student responses and model dialogic discourse moves. The teacher’s behind-the-scenes support limited his participation during frontchannel discussions, allowing for open discussion among students without the teacher’s consistent interjection, which disrupted the initiation-response-evaluation discourse structure that is pervasive in US schools.

Practical Implications – Although backchanneling technology can be used to archive records of students’ participation that could be useful for assessment purposes, the teacher’s skillful capacity to negotiate two discussions at once reconstituted his role during the discussion from facilitator to a fellow reader with his students as they explored meaningful questions that literature provokes – a less obvious and potentially more powerful affordance of this digital tool for instructional purposes.

This paper seeks to report on the conception of a novel digital backchannel, Backstage, dedicated to large classes, aiming at empowering not only the audience but also the speaker, at promoting the awareness of both audience and speaker, and at promoting an active participation of students in the lecture. In learning settings with a large and typically passive audience, the goal of Backstage is to foster active participation and facilitate collaboration akin to small‐learning groups.

The authors present the concept of a novel kind of digital backchannel that supports different forms of inter‐student communication via short microblog messages, social evaluation, and ranking of messages by the audience. The backchannel further supports immediate concise feedback to the lecturer of selected and aggregated students' opinions, making it possible to strengthen the lecturer's awareness of students' difficulties.

The concept is the outcome of a joint effort between computer scientists and educational scientists, and unifies technical and usability aspects with educational claims.

The concept combines computer‐mediated communication with elements of social media that not only foster active participation and collaboration among a large and otherwise passive audience, but also provide social means to self‐regulation and management of the backchannel discourse. The design of the backchannel is strongly influenced by findings of educational sciences.

To date, few studies have been undertaken to make explicit how microblogging technologies are used by and can benefit scholars. This paper aims to investigate the use of Twitter by an academic community in various conference settings, and to pose the following questions: Does the use of a Twitter‐enabled backchannel enhance the conference experience, collaboration and the co‐construction of knowledge? and How is microblogging used within academic conferences, and can one articulate the benefits it may bring to a discipline?

This paper considers the use of Twitter as a digital backchannel by the Digital Humanities (DH) community, taking as its focus postings to Twitter during three different international 2009 conferences. The resulting archive of 4,574 “Tweets” was analysed using various quantitative and qualitative methods, including a qualitative categorisation of Twitter posts by open coded analysis, a quantitative examination of user conventions, and text analysis tools. Prominent Tweeters were identified and a small qualitative survey was undertaken to ascertain individuals' attitudes towards a Twitter‐enabled backchannel.

Conference hashtagged Twitter activity does not constitute a single distributed conversation, but rather multiple monologues with a few intermittent, discontinuous, loosely joined dialogues between users. The digital backchannel constitutes a multidirectional complex space in which the users make notes, share resources, hold discussions and ask questions as well as establishing a clear individual online presence. The use of Twitter as a conference platform enables the community to expand communication and participation in events amongst its members. The analysis revealed the close‐knit nature of the DH researcher community, which may be somewhat intimidating for those new to the field or conference.

This study has indicated that, given that Twitter is becoming increasingly important for academic communities, new, dedicated methodologies for the analysis and understanding of Tweet‐based corpora are necessary. Routinely used textual analysis tools cannot be applied to corpora of Tweets in a straightforward manner, due to the creative and fragmentary nature of language used within microblogging. In this paper, a method has been suggested to categorise Tweets using open coded analysis to facilitate understanding of Tweet‐based corpora, which could be adopted elsewhere.

This paper is the first known exhaustive study that concentrates on how microblogging technologies such as Twitter are used by and can benefit scholars. This data set both provides a valuable insight into the prevalence of a variety of Twitter practices within the constraints of a conference setting, and highlights the need for methodologies to be developed to analyse social media streams such as Twitter feeds. It also provides a bibliography of other research into microblogging.

This study aims to analyze a backchannel account on news of the coronavirus at the beginning of the pandemic, with information not disseminated in official media due to the social alarm it might cause and the negative image of government management. Specifically, it examines acceptance and dissemination of this type of content in a period of lack of information, while reflecting on what would constitute proper management of this type of channel.

First, based on a literature review, this study classifies possible explanatory variables of online content dissemination into content richness and psychological content. Second, this study performs sentiment analysis of the Twitter backchannel account @COVID_19NEWS and use Qualitative Comparative Analysis to find causal configurations of variables that obtained a high rate of retweets.

The results reveal predominance of one combination of three factors in backchannel information diffusion: emotional, identifying and video content. Other interesting combinations of factors were shown to be attractive enough to contribute to success of the tweets.

Knowledge of the main configurations that attract information dissemination in backchannel accounts is useful for public management of a health crisis such as the Covid-19 outbreak. Rather than suppressing these channels, the authors discuss different solutions.

This study advances scholarship on backchannel communications in emergency situations, providing insights to understand and manage such channels.

Este estudio analiza una cuenta extraoficial sobre noticias del coronavirus al inicio de la pandemia, con información no difundida en los medios oficiales por su posible repercusión en la alarma social y la imagen negativa de la gestión gubernamental. Concretamente examina la aceptación y difusión de este contenido en un periodo de desinformación, así como reflexiona sobre la gestión de este tipo de canales.

En primer lugar, en base a la revisión de la literatura, clasificamos las variables explicativas según la riqueza de contenido y el contenido psicológico. En segundo lugar, sobre la cuenta extraoficial de @COVID_19NEWS en Twitter, realizamos análisis de sentimiento y utilizamos Análisis Comparativo Cualitativo (QCA) para encontrar configuraciones causales de variables que obtuvieron una alta tasa de retweets.

Los resultados revelan la importancia de una combinación de tres factores en la difusión de información del canal secundario: contenido emocional, identificativo y video. Otras combinaciones de factores también contribuyeron al éxito del tweet.

Estas configuraciones podrían ser útiles para la gestión pública ante una crisis sanitaria como la Covid-19, prestando atención a los factores cuya configuración atrae la difusión de información en las RRSS. En lugar de suprimir estos canales, se presentan soluciones para garantizar una colaboración eficaz.

Este estudio realiza una contribución académica a las comunicaciones extraoficiales en situaciones de emergencia, proporcionando información para comprender y gestionar este tipo de canales.

Covid-19, Coronavirus, Canal extraoficial, Twitter, Análisis cualitativo comparado

Trabajo de investigación

在新冠疫情初期, 由于可能引起社会恐慌和政府管理部门的负面形象, 官方媒体缺少相关的新闻报道。本文研究了在这种官方信息匮乏的危机时期, 非正式渠道（backchannel）对于新冠病毒内容的接受和传播情况, 本文同时反思了如何对这类非正式渠道进行正确的管理。

基于文献综述, 我们先将在线内容传播的可能解释变量分为内容丰富度和心理内容这两个方面。其次, 我们对推特上的非正式渠道账户@COVID_19NEWS发布的内容进行情感分析, 并使用定性比较分析法来寻找内容获得高转发率的原因。

结果显示, 对于非正式渠道信息的成功传播, 情绪化、具有辩认度和包含视频内容这三个要素的组合占主导地位。此外, 其他要素的组合也有来助于推文的成功传播和扩散。

了解非正式渠道吸引信息传播的主要原因, 将有利于应对健康危机（例如Covid-19爆发）和进行公共管理。文本讨论了不同的解决方案, 而不是简单地压制这些非正式渠道。

这项研究推进了危机背景下非正式渠道传播的学术研究, 为理解和管理这类非正式渠道提供了见解。

关键词 - Covid-19, 新冠病毒, 非正式渠道, 推特, 定性比较分析

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

The paper describes an approach to large class higher education teaching in using social media.

Similar results have not been published so far.

Studies which look at disaster affected people’s use of communications technologies often fail to take into account people’s communication rights in their analyses, particularly their right to freedom of expression. The purpose of this paper is to draw attention to this issue by exploring the link between freedom of expression, community participation and disaster risk reduction in the use of digital feedback channels offered by aid and government agencies in the aftermath of Typhoon Haiyan.

Ethnographic fieldwork was undertaken in the Philippines between 2014 and 2015 in Tacloban City and Sabay Island, both in the Visayas, which have been affected by Typhoon Haiyan. A total of 101 in-depth interviews were conducted with affected people, local and national officials, community leaders, civil society groups, telecommunications companies and humanitarian agencies.

The interviews reveal that majority of disaster-affected Filipinos chose not to engage with formal feedback platforms offered by government and aid agencies out of fear of giving critical feedback to those in authority. They were concerned about the possibility of losing their entitlement to aid, of being reprimanded by government officers, and of the threat to their lives and of their loved ones if they expressed criticism to the government’s recovery efforts. Nonetheless, 15 per cent used backchannels while 10 per cent availed of the formal means to express their views about the recovery.

The paper sought to draw links between people’s lack of engagement with the formal feedback mechanisms offered by government and aid agencies in the wake of Haiyan and the restrictive sociopolitical environment in the Philippines. Further research could be undertaken to examine how freedom of expression plays a role in disaster prevention and mitigation. Research into this area could potentially provide concrete steps to help prevent the occurrence of disasters and mitigate their impacts.

Freedom of expression and its place in disaster risk reduction is rarely explored in disaster studies. The paper addresses this oversight by examining the lack of engagement by communities affected by Haiyan with digital feedback channels provided by aid agencies and government. The findings suggest that despite the provisions for community participation in DRR under the Philippine Disaster Law, people are prevented to express criticism and dissent which puts into question the spirit and purpose of the law.

While the term “humanities” is not in itself a particularly contentious one among academics, the addition of the term “digital” creates all sorts of problems, even the superficially illogical contention that digital humanities are not humanities at all. The fundamental rupture between digital and print humanities lies in the turning of a materialist, object-oriented analysis upon the practices of humanistic scholarship. That is, in their newness, the digital humanities are unsurprisingly self-reflective about the materiality of their scholarly practices. This self-reflection has been largely absent from traditional humanities where we had all but naturalized the material composition of dissertations, journal articles, monographs, and so on. As a result, even as we continue to pursue traditional scholarly methods, it becomes increasingly difficult to do so without a self-reflective awareness of the historical-material contingency of these practices. In short, they are no longer the same. To explore this issue, this chapter takes up assemblage theory, and actor-network theory to investigate the intersection of mobile technologies and social media in the digital humanities including conference backchannels and networked research communities mediated through Twitter, Google Buzz, and similar applications. The chapter considers how, even for those who continue to publish in traditional genres on traditional subjects, the development of these digital assemblages are transforming compositional practices.

Using a navigational metaphor, this chapter introduces readers to the sometimes stormy seas of implementing new learning technologies into a course, especially those that have pre-existing design flaws (lack of rigor, accountability, content and time constraints, etc.). In addition to presenting what we feel are some best practices in using iOS devices, we analyze nearly 600 students’ reactions to these devices related to how they were used in a 100 level survey style course. For every student who told us that they were “awesome” or helped them “learn and discover new things through [the] course,” there were multiple students who felt that “they are damaging [the] learning experience because they are distracting.” The central argument of this chapter is that without engaging in a dialectic course (re)design process that puts the affordances of the learning technology in conversation with classic principles of instructional design, the utility of adding iOS devices will be limited at best and distracting at worst. The instructors in the course described here did use the devices in a variety of ways and many students were satisfied with the learning experience. However, for others, the combination of the course being too easy and too forgiving along with putting the Internet into students’ hands was a recipe for incivility and off-task uses of technology.

The purpose of this paper is to explore how Twitter is used as a political backchannel and potential agenda setter during two televised political debates during the Norwegian election in 2011. The paper engages with current debates about the role of social media in audience participation and traditional media's changing role as gatekeepers and agenda setter.

A combination of quantitative and qualitative methods. By introducing and using the IMSC multiple step analysis model on the Twitter datasets, the authors are able to analyse the flow of thousands of tweets and compare them with topics discussed in the televised debates.

The paper finds that the same topics are discussed on Twitter as on TV, but “the debate about the debate” or Meta talk tweets reveal critical scrutiny of the agenda. The paper identifies a clear pattern of political fandom and media criticism in the “debate about the debate”, indicating that Meta talk in social media can function as a critical public sphere, also in real time, which has not been identified in existing studies of Twitter and political TV shows.

The analysis is unique in the sense that the paper analyses a smaller, national Twitter population in deeper detail than what is common in larger Twitter studies related to political televised debates. The IMSC model can be used in future Twitter studies to uncover layers in the data material and structure the findings.