FIELD STUDY 2

Learning Episode 15: Utilizing Web-Conferencing Apps for Synchronous e-

learning

Name: Mark Gerald P. Lagran Year/Course BSED – Social Studies IV

To have a meaningful and successful accomplishment in this FS episode, be sure to read through the
whole episode before participating and assisting in your FS 2 Resource Teacher’s class. Note all the
information you will need and task you will need to do before working on this episode.

Intended Learning Outcomes:

At the end of this Learning Episode, I must be able to:
 identify features and functions of web conferencing applications that are
useful to instruction.
 Demonstrate skills in using a web conferencing app for synchronous
teaching and learning. (PPST 4.5.1)
 Demonstrate positive attitude towards use of technology tools. (ICT CST 7.12)
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Your Task

The call of the time has made it more necessary for future teachers like you to develop skills in planning,
implementing and managing remote learning. One form of remote learning is done online. Online remote
learning can be done synchronous, where the teacher and students meet and interact in real time and
asynchronous, when learning is supported by prepared materials and there is no real time interaction between
the teacher and the learners.
This episode will focus on synchronous sessions. In order to hold synchronous classes, you will need to
use web-conferencing apps. Some LMS already have these embedded; some do not. You will need to know
how to assess, evaluate and utilize the features and functions of apps like Zoom, Google Meet, Microsoft
Teams, Skype, Blackboard, Webct, and even Messenger.
Again, as in the previous episode, the TPACK Model can guide you in how best to utilize web-
conferencing apps when conducting a synchronous learning experience. Another helpful model that can guide
you is the Community of Inquiry Model (COI). This model identified the “essential elements in an educational
experience.” These elements are (1) the teaching presence, (2) the social presence, which focuses on
establishing a sense of belonging to a community; and (3) the cognitive presence, which fosters critical thinking
and engagement.
 While the educational experience referred to in the COI model may also refer to face-to-face modality.
In this episode, you will use the COI model and its three elements in the context of online learning, specifically
the synchronous class. Review the COI and the three presences thro take through the infographics in this
episode. We also included an infographic on the most common web-conferencing apps.
As you work on this episode, continue to take the role of a keen observer and an explorer who seeks to
learn more and discover better ways of teaching and learning.
When you notice keenly, analyze critically and reflect deeply, you will strengthen teacher agency, which
is the teacher’s capacity to create impact and exert power.

Revisit the
 Participate and Assist

Your guide to participate and assist:

1. Request your FS resources 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.
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.

Class Grade Level: Gr. 8-Pollux Subject: AP8 World History No. of hours/ minutes: 60 minutes
Name of Resource Teacher: Mr. Enrico Engracia
Dates when you observed: December 14, 2021
Dates when you participated and assisted: Dec. 14, 2021

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.
Was it utilized? If yes, describe how it was utilized in
Web-conferencing App Feature class.

A virtual backdrop was used in class. Our Resource

Virtual Background Teacher employs a virtual background to present
images. The use of a virtual background has the
advantage of allowing you to remain still while
speaking.
A microphone was utilized in class. Our resource teacher
Microphone icon on/off always urges her pupils to turn off their microphones
during conversations to prevent noise and distraction.
Students are allowed to open their mics during class
recitation or when they want to ask a question.
Camera icon on/off In class, a camera was used. Throughout the class, all
students must keep their cameras open. All students are
expected to open their cameras before to the class
discussion in order to check their participation and
behavior during the discussion.
Screen share We used Share Screen in class. The teacher will share
her screen with the class during class discussion to offer
her lecture.
Reaction buttons NOT APPLICABLE

Spotlight NOT APPLICABLE

View (using different views) NOT APPLICABLE

Polling NOT APPLICABLE

Recording NOT APPLICABLE

Others NOT APPLICABLE

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?
The content of the lecture was delivered using a variety of applications. Our resource teacher uses Google
Suite to deliver his classes. Our resource teacher presented her lecture through Google Meet. He also
makes advantage of some of the features offered by Google Meet on his computer screen. He asks students
to turn on their webcams on Google Meet to measure their involvement. Students may raise their hands and
open their mics when asking and answering questions. Our resource teacher is a whiz with such
applications, especially when it comes to integrating technology into the classroom.

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participated and assisted?
I've noticed that discussing in an online context is difficult because you can't see the students face to face.
Some students turn off their cameras so that we can help them; this makes it difficult to communicate with
them.

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?
The ability to mute the microphone of persons who are not speaking, in my opinion, is the best
feature in an online teaching platform since it allows pupils to focus on the person who is speaking
with no distractions.

2. Referring to the Community of Inquiry Infographics, how well did the teacher/ or you use
the web- conferencing app to establish: (Describe in detail.)
Teaching Presence? Learning outcomes that are personally meaningful as well as educationally
valuable are defined as teaching presence, which includes the design, facilitation, and direction of
cognitive and social processes.

Social Presence? It can be seen in the teacher's willingness to get the students involved in the class
discussion so that they can improve their interpersonal relationships by asking questions about what's
going on in their neighborhood.

Cognitive Presence? The students can use their own words to express themselves and reflect on the
issue that they have discussed. By asking questions, kids are also expressing a desire to have a
deeper understanding of the subject than was previously stated.

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?
Since it was my first time witnessing a class with a different modality of learning, I was truly
concerned about participating and assisting in synchronous classes. After seeing and aiding our
resource teacher as well as the other students, I was able to learn a lot from the students. While
aiding our resource teacher, I am apprehensive and concerned because I am working with a
professional and have no idea how I will complete my task.
1. How ready are you in teaching an online synchronous class?
The option to share your screen with others was most likely the deciding factor. It was beneficial in
presenting your digital educational resources in such a way that students could view and grasp the
lesson quickly. Without having all users present at the same time, you can use screen sharing to
give presentations, hold meetings, and hold webinars. This program allows numerous users to
connect at the same time, resulting in enhanced collaboration and engagement.

2. Using a web-conferencing app, how else would you better establish:

Teaching presence? It is critical to have knowledge on how to facilitate a synchronous class using
various technology tools in teaching when teaching in person. Designing an online and offline set up
for students is extremely difficult because Students are expected to study on their own. It is critical to
provide specific support to each student, as the majority of them may endure stress and anxiety
while learning.
Social Presence? According to the pupils, attending the online session develops a sense of
collaboration. They feel at ease taking part in class discussions. When you incorporate comfort
elements in your lessons, students are more likely to relax and open up to the people around them,
which allows for more creativity and critical thinking sharing. Making your classrooms adjustable and
flexible will enable instructors to change the environment in a matter of minutes.
Cognitive Presence? Students are encouraged to conduct research on themes relating to the
course. Teaching children to ask effective questions can help us figure out what they don't grasp,
allowing us to fill in the gaps and even increase knowledge for other pupils. Great questions
demonstrate comprehension and a holistic knowledge of significance in ways that responses cannot.

3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
Conducting an online or synchronous class through web-conferencing differs significantly from
conducting a traditional classroom since the majority of students will find it monotonous and boring.
Because it emphasized the importance of student engagement during a synchronous discussion, the
teacher must consider both cognitive and social presence when teaching a synchronous class. In order
to stimulate the students' interest, it is necessary to evaluate the types of activities that should be
included in the web-conferencing software.

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 action research.
OBSERVE
1. What problematic situation/ challenges/ area of the improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
The problem or obstacle that the teacher and students faced during the synchronous sessions
was a sluggish internet connection during online lectures; as we all know, not all students have
the same ability to have a reasonable quality internet connection from various internet providers.
Some students only connect to synchronous classes using mobile data. I do not believe the
resource teacher's teaching technique can be improved because he is an extraordinary educator
with excellent communication skills.

List at least three sources that you have read about this problem/challenge.
Resource or Reference about the Topic Key points/findings in what I read
Challenges of Using Video Conferencing in Upon reading the article, I find out that both
Online Courses teacher and students are struggling using
video conferencing in learning especially if
some courses need some practical assessment.
The Absence of Internet at Home is A Problem Students who do not have access to the internet
for Some Students at home have a number of challenges, one of
which is the difficulty to complete homework.
Homework has long been a source of debate
among teachers.
Teachers’ Most Common Tech-Issues and It shows the most common problem of a
How to Fix them teaching using a technological tool in teaching and
how to properly use and solve those kinds of
technical issues.

On what theories/principles can this problem be anchored

Prior knowledge must be elicited in order for lessons to be effective. Pre-tests, informal interviews, and
small group warm-up exercises involving recollection of previous material are just a few of the activities.
Assign assignments and exercises to students that will put their abilities to the test. Learners gain
knowledge as they face new challenges and as they work through the difficult problem, their present
schemas alter. Encourage students to evaluate new content and review what they already know.

REFLECT
2. What do I hope to achieve to address the problem/ challenge/ area of improvement in web-
conferencing app use? What change do you want to achieve?

I believe that every teacher and institution should invest in technical tools that will assist and address
the technological demands of all pupils. Because it's tough to find a spot with a reliable internet
connection, the most likely change I'll make is to upgrade to a faster internet connection. Internet
connection is not only slow but also awful where we reside in the Philippines, especially when the
weather is severe.
PLAN
3. If you will conduct action research, what will be the title (Base this on your answers in nos. 1-3).

"Virtual Classroom for Distance Learning" is the new normal”

ACT
4. What strategies/solutions/means can you employ to improve the situation/solve the problem?

If an internet connection is a problem during online or synchronous classes, I recommend making

them modular or asynchronous, where the internet connection will not be an issue. For the students,
it is entirely self-directed learning, and they will require parental direction.