Exploring Digital Backchannel Communication Among Online Students

This systematic literature review examines the extent and nature of research on how online university students leverage digital communication tools for informal peer-to-peer interaction and community-building outside the formal online learning environment.

Approach

My goal for this systematic literature review was to provide a comprehensive synthesis and analysis of empirical research on the phenomenon of online university students engaging in digital "backchannel" communication outside of the formal online learning environment. My aim was to develop a deep understanding of this emerging area and identify gaps for future research by following a rigorous, standardized review process.

Research Questions

With this review, I aimed to identify publication patterns, research methods, communication technologies used for backchanneling, purposes for backchannels, backchannel characteristics, and gaps in the reviewed studies.  To guide my process, I developed the following research questions: 

1. What is the extent, range, and nature of the research activity on student backchannel communication in online higher education?

2. What are the overarching themes found in the research regarding the purposes for which students in online higher education settings utilize backchannel communication? 

3. What are the overarching themes found in the research regarding qualities and characteristics of digital backchannel communication spaces as used by online higher education students?

4. What are the most prominent gaps in the reviewed studies and what implications do they have for future research related to online student backchannel communication?

Review Process

To complete the review process, I completed the following series of steps, guided by the PRISMA model for conducting systematic literature reviews. 

1. I established clear inclusion and exclusion criteria to define the scope of the review, and aligned these criteria to the specific research questions guiding the investigation. 

2. I conducted systematic Boolean searches in Google Scholar using relevant keywords related to online students, backchanneling, and digital communication tools. I also employed snowballing and citation tracking techniques to locate additional resources. 

3. I performed initial screening based on titles and abstracts and followed this with a full-text review to ensure that studies met the inclusion criteria and contributed meaningfully to addressing the research questions.

4. I systematically synthesized relevant data from each included study, such as research methods, findings, and conclusions.

5. A engaged in a rigorous coding process using NVivo qualitative data analysis software.  I analyzed the relevant texts line by line and employed a two-cycle coding approach to identify and categorize recurring themes related to the uses and characteristics of digital backchannels.

Findings

My systematic review and analysis revealed several overarching themes related to how online university students utilize digital backchannels and the characteristics of these informal communication spaces.

Uses of Backchannels:

• Seeking and providing academic support through knowledge sharing and collaborative problem-solving

• Facilitating cooperative learning experiences and co-construction of knowledge

• Enabling relationship building and interpersonal connections among peers

• Providing emotional support, encouragement, and a sense of community

• Engaging in informal conversations, banter, and humor

• Commiserating over shared challenges and venting frustrations

Characteristics of Backchannels:

• Informal and candid nature facilitating authentic communication

• Just-in-time responsiveness enabling instantaneous support

• Non-traditional boundaries transcending typical constraints

• Fostering a cohesive sense of community among participants

My analysis revealed the various purposes for which students leverage these digital spaces, ranging from academic collaboration to emotional support and social interaction. Additionally, the review highlighted the unique qualities that define digital backchannels, such as their informality, responsiveness, boundary flexibility, and community-building potential. I developed a visual of display of the results to succinctly communicate the uses and characteristics of student backchannels. 

Implications

The findings underscore the significant role the significant role that digital backchannels play in online learning, highlighting the need for educators to explore the implementation of mechanisms and strategies for enhancing and supporting backchannel communications among online students. 

Future research should address gaps by further examining digital backchannels in various contexts to expand on the relatively limited body of research in this area.  One possible area of study is evaluating the effectiveness of institutional measures for engaging students in backchannels. Additionally, longitudinal studies are necessary to assess the impact and integration of backchannels over time. For example, does participation in backchannels have a significant impact on student retention and success in online programs?

Conclusion

For this systematic review, I synthesized the current state of research on digital backchannel communication among online university students. I then created a visual representation to communicate the key findings related to how students utilize these informal spaces and the unique characteristics that define them. By identifying patterns, gaps, and future research directions, this review contributes to a deeper understanding of this emerging phenomenon in online higher education.