A Digital Backchannel Enhanced Instructional System Targeting Agentic Engagement In Lecture-based Learning Environments
Keywords:
agentic engagement, digital backchannel, lecture-based learning, instructional systemAbstract
This research study was designed to examine the influence of a digital backchannel on student agency in a lecture-based learning environment and to develop an instructional system designed to assist instructors in increasing student engagement. The objectives of the study were to determine (1) the ways in which undergraduate students use a digital backchannel, (2) if using a digital backchannel affects agentic engagement, (3) which features of the digital backchannel affect agentic engagement, and (4) if a lecture system that utilizes a digital backchannel promotes agentic engagement. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, International university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that (1) students readily use a digital backchannel to answer questions posed by the instructor, (2) through a digital backchannel, students have the opportunity to agentically engage in course content, (3) the digital backchannel feature of microblogging enhanced agentic engagement, and (4) the strategic use of a digital backchannel as part of a lecturing system can encourage student agentic engagement. Future research in this area could examine how a digital backchannel can increase agentic engagement in younger students.
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