DOI
10.1080/21532974.2017.1357512
Abstract
In a graduate education course geared toward developing reflective teaching practice in in-service teachers, backchannels, in the form of chat rooms, were employed in small groups to facilitate peer feedback during viewings of video recorded instruction. This study examined the nature and quality of peer feedback exchanged in the digital medium and gauged graduate students’ impressions of the technology, with potential for carryover into their professional practices in P-12 instruction. Results revealed that the backchannel was perceived as an easy-to-use tool that promoted rich, real-time, high-quality feedback and a space to collaborate and exchange ideas, while improving engagement. Backchannel comments had mostly positive or neutral tone, and took the form of observations, compliments, and helpful coaching prompts. Comments were overwhelmingly focused on instructional strategies, teacher behavior, and the learning environment. Participants saw value in utilizing backchannels in P-12 settings, but some expressed hesitation in using such tools with young students.
Document Type
Post-print Article
Publication Date
2017
Publisher Statement
Copyright © 2017 Taylor & Francis.
DOI: 10.1080/21532974.2017.1357512
The definitive version is available at: http://www.tandfonline.com/doi/abs/10.1080/21532974.2017.1357512?journalCode=ujdl20
Full citation:
Kassner, Laura D., and Kate M. Cassada. "Chat It Up: Backchanneling to Promote Reflective Practice Among In-Service Teachers." Journal of Digital Learning in Teacher Education 33, no. 4 (2017): 160-168. doi:10.1080/21532974.2017.1357512.
Recommended Citation
Kassner, Laura and Cassada, Kate M., "Chat It Up: Backchanneling to Promote Reflective Practice Among In-Service Teachers" (2017). School of Professional and Continuing Studies Faculty Publications. 76.
https://scholarship.richmond.edu/spcs-faculty-publications/76