COLLEGE OF TEACHER EDUCATION

FIELD STUDY 2 LEARNING EPISODE Utilizing Web-Conferencing

Apps for Synchronous e-
FS2 15 learning

Participate and Assist

Your guide to participate and assist:

1) Request your FS resource teacher to allow you to join his/her synchronous classes. Have at least two to
three times to observe the classes, and at least two or more times to participate and assist.
2) Learn how to use the features of the web-conferencing app that your resource teacher is utilizing. It
can be part of a learning management system or a separate one, like Zoom, Skype etc. If
possible request the teacher to demonstrate the features of the web conferencing app.
3) Ask the teacher how you can participate or assist in tasks related to conducting the synchronous classes.
4) Be sure to read all the questions in this episode before you start your observation and
participation. This will help you focus your attention on the essential aspects of your experience.
Have in mind the Community of Inquiry Model. The descriptors under teaching presence,
social presence, and cognitive presence found in the infographic will help you notice, analyze and
reflect very well.

st
Class Grade Level: 1 year Subject: English No. of hours/minutes: 2 hours

Name of the Resource Teacher: Mary Ann Gamo Dates when you observed: January 12, 2022

Dates when you participated and assisted: January 19, 2022

Notice
After you participated or assisted in synchronous classes using a web-conferencing app, described
what you observed and experienced by answering the items below.

1. Which web-conferencing app did the teacher use for synchronous classes? Describe its features and
how you or the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes, describe how it was utilized
in class.
Virtual background Not in use.
Microphone icon on/off Yes, when the teacher discussed their lesson
and questioned the students, and when the students
wanted to recite or ask the teacher, he/she
would let the microphone to be used, and if no one
could say we need to turn off their microphone,
he/she would.
Camera icon on/off Yes, the teacher did turn on the camera
to watch their student. Also, students will be
allowed to utilize their cameras during class,
particularly during attendance, but the teacher
will not push them to do so during discussion
because other students' connections are sometimes
weak.
Screen share Yes, since the teacher uses the screen sharing
to give their lesson in the same way that a power
point presentation is done.
Reaction buttons Yes, the teacher will enable the student to use
it. Like for example, if the teacher inquired if the
students comprehended the lecture, they
were asked to submit a reaction such as a like or
heart.
Spotlight Not in use.
View (using different views) Not in use.
Polling Not in use.
Recording Not in use.
In call message Yes, the instructor asks the students
because the students sometimes do not hear
what the teacher is saying so the teacher uses it
to be read by everyone and it also allows the
students to
respond to the question.
Others
 2. How was the content taught or delivered? How were the learning activities facilitated? What
strategies did the teacher or you used to keep the students engaged? How did the students respond to the
teacher? To the activities?

To present to the pupils and keep track of what they're talking about, the teacher uses a power
point presentation. When the teacher has concluded her talk, the students will be given some questions to
answer, such as how to use an I call message, which the students will be able to respond to by sending
the message. Another technique that the teacher employs is allowing the students to ask questions about
what they talked while also opening the camera, since this allows my teacher to gain a better
understanding of who the participants are. After the discussion, the teacher will hand out a soft copy of
the power point presentation to re-study, as well as to the other students; however, he or she will no
longer be able to attend the entire meeting by phone.

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?

I'm delighted that I was allowed to join or observe in their class when I engaged and assisted in it.
My thoughts are on how the teacher will start the class and how he or she will teach each student. To
avoid disrupting their discussion, I, as a participant, turned off my microphone and listened and
observed discreetly.

Analyzed
1. What do you think are the best features of a web-conferencing app that you or the teacher used? How
did these features help the teachers and the students?

For me, the finest qualities of a web-conferencing program that I used and also as a teacher, I used
Google Meet since it is simple to use and comprehend, and many students may use it becau se
it is attractive and simple to use. We know that a web-conferencing software is beneficial to use,
especially now during the pandemic and for online class students, because the teacher and student can
still connect via discussion while using the web-conferencing app, and the teacher can still teach his or
her pupils. I
also utilize it as a student to attend my teacher's class and check out what we're talking about.

2. Referencing to the community of Inquiry Infographic, how well did the teacher/or you use the web
conferencing app to establish: (Describe in detail.)

Teaching Presence?

The instructor utilizes the web-conferencing app to establish the teaching presence, and the teacher
uses the web-conferencing app in discussion to teach the students' learning and to better explain what
they are discussing and for the students to understand. what they will do with the teacher -
provided
 activities The teacher will lead the class, and the students will pay attention. In order for the teacher to
fulfill her discussion goals, she will use a power point presentation so that the students can see what they
will be discussing. After the conversation, the teacher asks the students if t hey have any questions or if
they have any feedback on what they discussed in order to see if they have learned anything in
this
session.

Social Presence?

The teacher uses web-conferencing, but they also use messenger or group chat to ask questions,
get to know the student, or remind the student of upcoming activities or meetings. Because the teacher
allows the student to send a personal note regarding a worry or query, the teacher will be able
to communicate with their students. When a teacher utilizes a group chat to sen d exercises or reminders
to
students, all students are able to see what the teacher is saying.

Cognitive Presence?

The instructor will acquire information about their pupils in order to properly guide them,
motivate them, and inquire what their problems are, because being a teacher entails not only teaching the
subject but also assisting them in being productive, motivating them in any way possible.

3. What problem or challenges did the teacher/ you or the students encounter during the synchronous
classes? How did it affect the teacher/learners? What part/s of synchronous classes do you think can still
be improved? How can this/these be improved?

I believe the issue or issues that the teacher and other students faced during synchronous sessions
were due to a poor internet connection, because when the teacher explained anything and the student lost
the signal, he or she could no longer understand what the teacher was saying. And the teacher will find it
difficult to always repeat himself therefore the teacher or student will request a copy of the lesson and
provide it to the teacher for the students to study.

Reflect
1. How ready are you in teaching an online synchronous class?

We all know that a lot has changed in terms of education. For myself, I may not assess myself as
ready to teach because I have first hand experience with the difficulties of an online class, particularly
when the signal is in not good condition or not stable. But I said in myself that I will try my best to offer
synchronous classes in order to impart a wealth of knowledge to improve as a teacher for my pupils and
to be as efficient and adaptable as possible.
2. Using a web conferencing app, how else would you better establish:

Teaching presence?

Make a decent lesson plan for each student's learning also present a good lesson, and
consider how to help or teach each student what they're going to talk about.

Social Presence?

To develop positive relationships between students and teachers, as well as relationsh

ips within a learning community through in our surroundings.

Cognitive Presence?

To communicate to students what they will learn in class in a clear and concise manner.

3. What do you still need to learn in order to conduct an online synchronous class using a
web- conferencing app effectively?

I believe it is necessary to determine the purpose and other issues that can be assembled
or resolved. I also need to acquire some strategies that will help me be a better teacher by teaching my
pupils how to properly use the web-conferencing program.
Write Action Research Prompts
This part allows you to synthesize or put together what you noticed, analyzed and reflected on to
come up with a possible topic for an action research.

OBSERVE

1. What problematic situation/challenges/area of improvements did you see while you participated and
assisted using a web-conferencing app for synchronous learning?

List at least three (3) sources that you have read about this problem/challenge.

Resource or Reference about the Topic Key points/findings in what I read

Some students will not attend

class since they do not have a
consistent
internet connection.

Some are outside, where you can

hear a motorcycle and other
people chatting, and others are in
a decent room or location to study.

All students in the study must be

present, and using any
telecommunication technology
means that all students in the
study must participate during
planned times, or we must attend
class, but there are students who do
not.

REFLECT

What do I hope to address the problem/challenge/area of improvement in web-conferencing app use?

What change do you want to achieve?

Knowing that the students are struggling, especially the teacher, who must think of a way
to access each student and determine whether or not each student is keeping up, I believe that one
strategy that should be used is the recording video. The teacher should record what they discussed an d
share it with the students who did not attend class so that they can watch and keep up with what the
teacher is saying.
PLAN

2. If you will conduct an action research, what will be the title (Base this on your answers in nos. 1-3):

WEB-CONFERENCE APP STRATEGIES FOR SYNCHRONOUS PROBLEMS IN TEACHING

ACT

3. What strategies/solution/means can you employ to improve the situation/solve the problem?

I believe that they should be shown a recorded video of the issue so that they can view it as many
times as they want and understand it.

Check for Mastery

Direction: Select the letter of the correct answer.

1. During an online synchronous class, Ms. Bonifacio greets her students cheerfully. She allows time for
the students to know more about their classmates through interesting polls. She also provides
opportunities for the students to work together and collaborate. She uses the reaction buttons, smiley,
heart or clap to appreciate the students’ effort and excitement to participate. She was able to attain which
essential element?

A. Teaching presence
B. Cognitive presence
C. Social presence
D. Community presence

2. During a two-hour online synchronous class, the Science teacher taught about centripetal and
centrifugal forces. She did not introduce the learning goals for the session. She shared on screen without
engaging them to participate. They were passive the whole time. Some students turned off their cameras.
She ended the class with a quiz on the topic. The teacher did NOT-effectively demonstrate
which essential element?

A. Community presence
B. Teaching presence
C. Cognitive presence
D. Social presence

3. The topic of the online synchronous session for the day was how the Philippines will attain
herd immunity from Covid 19 the fastest way. After introducing the topic, the teacher explained
to the students one learning outcome which for them to analyze the current situational factors that may
impede and hasten the Philippines’ goal of attaining herd immunity. Another learning outcome was for
students to articulate suggestions on how the Philippines will succeed in this goal. The teacher provided
readings ahead of time and also placed the links on the chatbox. She allotted time for the students to go
to the
 small group meeting rooms she arranged on the web conferencing app for discussion. Later, students
went back to the big group, and student actively shared their outputs. The teacher fostered
which essential element?

A. Teaching presence
B. Social presence
C. Community presence
D. Cognitive presence

4. All are example of web-conferencing apps, EXCEPT,

A. Microsoft Teams
B. Zoom
C. Skype
D. Canva

5. When a teacher is mindful demonstrating teaching presence, social presence and cognitive presence
consistently, she is adhering to the model of

A. Community of Practice
B. Community of Inquiry
C. Community of Learners
D. TPACK

Work on my Artifacts
Attach pieces of evidence of what you accomplished in this episode.