{"id":4755,"date":"2024-11-25T07:57:19","date_gmt":"2024-11-25T15:57:19","guid":{"rendered":"https:\/\/blogs.oregonstate.edu\/osuteaching\/?p=4755"},"modified":"2024-11-27T15:36:56","modified_gmt":"2024-11-27T23:36:56","slug":"unearthing-the-unknown-unknowns-using-a-backchannel-for-resilient-teaching","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/osuteaching\/2024\/11\/25\/unearthing-the-unknown-unknowns-using-a-backchannel-for-resilient-teaching\/","title":{"rendered":"Unearthing the unknown-unknowns: Using a backchannel for resilient teaching"},"content":{"rendered":"\n

By Demian Hommel, OSU College of Earth, Ocean, and Atmospheric Sciences<\/p>\n\n\n\n

\"Resilient<\/a>
Resilient Teaching Voices Series<\/figcaption><\/figure>\n\n\n\n

We\u2019ve all been there: facilitating a carefully planned class session, only to realize that students seem lost or hesitant to ask questions. Often, it\u2019s the “unknown-unknowns”\u2014the gaps in understanding that we, ourselves, aren\u2019t aware of\u2014that trip us up. To surface these, I\u2019ve adopted an evidence-based resilient teaching strategy: the backchannel.<\/p>\n\n\n\n

A backchannel is a digital, often anonymous, space where students can post questions or comments in real-time during a synchronous class session. I open this forum at the beginning of the session and encourage students to use it throughout, regularly checking in and explicitly inviting students to interrupt me if they see something on the forum that they want me to respond to.<\/p>\n\n\n\n

The anonymity lowers barriers to participation, making it easier for students who may be shy or unsure to voice their confusion. For instance, I often see detailed questions posted that might not be asked out loud in class. This real-time feedback allows me to address misconceptions early and adjust my teaching on the fly.<\/p>\n\n\n\n

The backchannel also captures collective confusion. Even if a single student doesn\u2019t raise their hand, a cluster of similar posts can alert me to a widespread misunderstanding. This immediate feedback loop is an early warning system, helping me steer the conversation before misunderstandings grow. It can also result in deliberate tangents that highlight students\u2019 interests or concerns with the course material. <\/p>\n\n\n\n

Increasing Traditional Engagement<\/h2>\n\n\n\n

A common concern from colleagues is that a backchannel might reduce in-class discussion. In my experience, it does the opposite: students who start with anonymous posts often gain the confidence to participate verbally. For example, I\u2019ve seen students who initially only ask questions online later engage directly, having received validation or follow-up queries from their peers. Otherwise, questions or comments drawn from the backchannel have provided rich content for in-class discussions and debates. <\/p>\n\n\n\n

Research supports this. Godsk and M\u00f8ller (2024) found that students value alternative avenues for interaction, especially when struggling. By providing multiple channels for participation, we reduce the fear of judgment and normalize the learning process.<\/p>\n\n\n\n

An Empathetic Approach to Technology<\/h2>\n\n\n\n

Using a backchannel aligns with a more empathetic, inclusive approach to teaching. It recognizes that students have diverse comfort levels with participation. For first-generation, international, or marginalized students, anonymity can be a powerful equalizer, helping them engage without fear.<\/p>\n\n\n\n

This practice reflects principles of culturally responsive teaching (Gay, 2018), offering varied ways for students to contribute and making it clear that their voices matter. It\u2019s a small but effective way to say: \u201cYour input is valuable, no matter how you choose to share it.\u201d<\/em><\/p>\n\n\n\n

Building Resilience in Teaching<\/h2>\n\n\n\n

Resilient teaching is adaptable, responsive, and prepared for the unexpected. The backchannel has become a central part of my teaching toolkit because it surfaces blind spots in real-time. Whether due to changing student needs, new technology, or disruptions, this strategy provides a flexible way to adapt and engage students effectively.<\/p>\n\n\n\n

Moreover, the backchannel fosters continuous feedback and reflection. It shows me what questions remain and gives students a role in directing our discussions. When they see their questions addressed promptly, it builds trust and encourages them to engage more deeply.<\/p>\n\n\n\n

Incorporating a backchannel may seem risky, but the rewards are worth it. It provides an additional space for dialogue, uncovers hidden gaps in understanding, and fosters deeper engagement. By intentionally using this tool, we bridge the gap between what students don\u2019t know and what they both need to and want to learn, creating a more inclusive and responsive learning environment.<\/p>\n\n\n\n

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References<\/h2>\n\n\n\n

Godsk, M., & M\u00f8ller, K.L. (2024). Engaging students in higher education with educational technology. Education and Information Technologies.<\/em> Springer. https:\/\/doi.org\/10.1007\/s10639-024-12901-<\/strong><\/a>x<\/a><\/strong><\/p>\n\n\n\n

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice<\/em>. Teachers College Press.<\/p>\n\n\n\n

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About the author:<\/em> Demian Hommel, Associate Professor of Teaching, CEOAS, seeks to create dynamic, student-centered learning environments that emphasize active engagement, community building, and experiential education. By integrating innovative technologies and diverse teaching methods, he focuses on fostering critical thinking, real-world problem-solving, and transferable skills, helping students be prepared for success both in the classroom and beyond.<\/p>\n\n\n\n

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Editor’s note:<\/em> This is part of a series of guest posts about resilience and teaching strategies by members of the Fall \u201924 Resilient Teaching Faculty Learning Community facilitated by CTL. The opinions expressed in guest posts are solely those of the authors.<\/p>\n\n\n\n

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Top image generated with Microsoft Copilot<\/p>\n","protected":false},"excerpt":{"rendered":"

By Demian Hommel, OSU College of Earth, Ocean, and Atmospheric Sciences We\u2019ve all been there: facilitating a carefully planned class session, only to realize that students seem lost or hesitant to ask questions. Often, it\u2019s the “unknown-unknowns”\u2014the gaps in understanding that we, ourselves, aren\u2019t aware of\u2014that trip us up. To surface these, I\u2019ve adopted an […]<\/p>\n","protected":false},"author":3089,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[448542,448373,448438,448421,448497],"class_list":["post-4755","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-backchannel","tag-engagement","tag-inclusive-teaching","tag-resilient-teaching","tag-resilient-teaching-voices"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/posts\/4755","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/users\/3089"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/comments?post=4755"}],"version-history":[{"count":4,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/posts\/4755\/revisions"}],"predecessor-version":[{"id":4769,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/posts\/4755\/revisions\/4769"}],"wp:attachment":[{"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/media?parent=4755"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/categories?post=4755"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/osuteaching\/wp-json\/wp\/v2\/tags?post=4755"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}