This article describes an initiative to engage quiet students in classroom discussion through the repeated projection of a digital back-channeling platform and the active encouragement of anonymous student participation.
Coad David. “‘That’s My Face to the Whole Field!’: Graduate Students’ Professional Identity-Building through Twitter at a Writing Studies Conference.” Computers and Composition, vol.45 2017, pp.51–66.
Cronin John. “The Classroom as a Virtual Community: An Experience with Student Backchannel Discourse.” Business Education Innovation Journal, vol.3, no.2 2011, pp.56–65.
Du Honglu, et al. “Augmenting Classroom Participation through Public Digital Backchannels.” Proceedings of the ACM 2012 International Conference on Support Group Work2012, pp.155–64.
Greenhow Christine and Beth Robelia. “Informal Learning and Identity Formation in Online Social Networks.” Learning, Media, and Technology, vol.34, no.2 2009, pp.119–40.
Ha Jongbum. “Using Mobile-Based Slido for Effective Management of a University English Reading Class.” Multimedia-Assisted Language Learning, vol.21, no.4 2018, pp.37–56.
Kay Robin and Ann LeSage. “Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature.” Computers and Education, vol.53, no.3 2009, pp.819–27.
Li Jiahang and Christine Greenhow. “Scholars and Social Media: Tweeting in the Conference Backchannel for Professional Learning.” Educational Media International, vol.52, no.1 2015, pp.1–14.
Muthmainnah Nur. “An Effort to Improve Students’ Activeness at Structure Class Using Slido App.” Journal of English Educators Society, vol.4, no.1 2019, pp.1–7.
Zhonggen Yu and Wang Guifang. “Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class.” Educational Technology & Society, vol.19, no.2 2016, pp.298–312.