Episode 15

Bernabe et al. Rating:

BSEd 4B 12/19/21
Utilizing Web Conferencing Apps for Synchronous e-learning
PARTICIPATE AND ASSIST
Level/Grade of the class: Grade 9 Subject: Araling Panlipunan No. of hours/minutes: 1 hour
Name of resource teacher: Ms. Rossel O. Rosas
Dates when you observe: December 15, 2021
Dates when you participate and assisted: December 17, 2021

NOTICE
After you participated or Assisted in the LMS, describe 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 this features.
Web-conferencing app feature Was it utilized? If yes, describe how it was
utilized in class?
Virtual Background  A background was used by the
Resource Teacher. It is known for
its Greek architecture, which is
known as Pantheon.
Microphone icon on/off  The teacher's microphone is the only
one that is turned on during the
conversation. If they need to recite or
clarify something, they will simply
use their microphone.
Camera icon on/off  Yes, in the online class, the
Resource Teacher's guideline is that
the camera must be turned on during
the discussion.
Screen share  If students are assigned to report,
they are authorized to screen share.
The teacher is usually the one who
does the screen sharing. .
Reaction buttons  N/A
Spotlight  This is utilized when the class has to
concentrate on someone in
particular, such as the reporter.
View using different view  It is used to determine the number
of people in the virtual room.
Polling  N/A
Recording  Absolutely, the instructor permits the
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kids to record the conversation. If they

forget something, records will act as a
reviewer.
Raised hand Icon  Yes, If learners want to recite, ask
questions, or explain something,
they must raise their hands.
In call message  In call message icon was utilized in
class recitation by the Resource
Teacher. Noise in the microphone
will be reduced as a result.
2. How was the content taught or delivered? How learning activities were facilitated? What
strategies did teacher or you to keep student engage? How did student respond to teacher? To the
activities?
A virtual or online class was used to provide the curriculum. Because of its user-friendliness, the
Resource Teacher uses the Google Meet program. The activities were also conducted via an
online class. Recitation was used to answer the Venn diagram, and recitation was also used to
answer the jumbled words. Viewing films and utilizing a lot of graphics were the tactics used to
engage the kids in the issue, which caught the attention of her young learners. Finally, the pupils'
reactions to the exercises were as expected. They were not blown away, but it was really
effective in terms of achieving the desired learning results.

3. What was your experience in participating and assisting in synchronous classes? What were
your thoughts and feelings while you participate and assisted?
It is indeed great to join and participate in a synchronous class. It was a great learning
opportunity for me as I pursue a teaching profession. The session was teeming with activity and
vigor. The teacher is excellent and quite professional. The atmosphere was friendly, and you'll be
asked to imagine yourself back in a high school classroom, which is very nostalgic and brings
back all of your fond memories as a teenager. Assisting the Resource Teacher with attendance
checks was a pleasant experience, and I want to manage a virtual class again in the future.
ANALYZE
1. What do you think are the best features of the web-conferencing app that teacher used? How
did these features help the student learn the content?
Its best aspect is the screen sharing icon. The teacher and students can use this tool to share
PowerPoints, papers, infographics, and movies with the rest of the class. This screen share acts
as the teacher's whiteboard for discussing her lessons. This feature will be very significant to the
students since it will also function as a blackboard for them to see and view the virtual
educational materials that the teacher uses throughout the discourse.
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2. Referring to the community of inquiry Info graphic, how well did the teacher or you use the
web-conferencing app to establish?

Teaching presence: Before continuing to explain the lesson, the teacher always outlines the
learning outcomes. She clearly lays out the instructions and activities, as well as the deadlines.
She has the ability to lead the students to a complete knowledge of the material. She is a teacher
that is both motivating and encouraging.

Social presence: Before continuing to explain the lesson, the teacher always outlines the
learning outcomes. She clearly lays out the instructions and activities, as well as the deadlines.
She has the ability to lead the students to a complete knowledge of the material. She is a teacher
that is both motivating and encouraging.

Cognitive presence: Instructors uses Google Meet as a digital environment for sharing
information, ideas, and perspectives. She also gives everyone the chance to put their newfound
information to the test and implement it.

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

Asynchronous classes are always synonymous with online classes. Both can be difficult for both
the teacher and the students. The key problem in these types of classes is network stability. The
teacher's instruction and the students' learning are both affected by a slow data connection.
Students will have difficulty accessing and joining asynchronous classes due to a slow data
signal caused by a network fault. If the data connection is slow, teachers will quickly fill the
classroom with links and softcopies of the lesson. The networks providers and the government
are the two primary factions that can help to solve this problem. I'm hoping they can come up
with a better plan and program to enhance and improve the country's data connection.

REFLECT

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

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

Teaching presence: Prior to the actual instruction, I shall prepare myself. I'll put together a
lesson plan, a PowerPoint presentation, and any additional resources needed for the lesson. I will
explicitly address the learning outcome and provide the most effective activities and tactics in
order to achieve the goals set out. Of course, I will master the class so that any queries or
clarifications may be answered simply and completely.

Social presence: I'm going to turn Google Meet into a highly collaborative tool. I'll make certain
that I have a positive and symbiotic connection with my classmates. Creating a cooperative class,
even if it is through online education, is a good concept to think about because students are more
likely to seek aid from their peers than from their teachers. However, I will make certain that I
am able to answer all of their questions during the conference.

Cognitive presence: I'll make sure the content in the web-conference is balanced and non-
competitive. I'll let students utilize what they've learned to develop things and performances that
aren't simply on the shelf but actually being used.

3. What do you still need to learn in order to conduct an online synchronous class using a web-
conferencing app effectively?
I have to continually work on my web-conferencing knowledge. I'd like to learn a range of web-
conferencing software so that I can synthesize and determine which are the best, most user-
friendly, and most easily available. I'd like to learn about the methods and practices that should
be used in online asynchronous classrooms so that I may properly convey the curriculum to their
young minds. .
WRITE MY ACTION RESEARCH PROMPT
This part allows you to synthesize or put together, what you noticed analyze and reflected on to
come up with a possible topic for an action research.

OBSERVE
1. What problematic situation/challenges /area of improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
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According to my observations, the Resource Teacher needs to boost the class's healthier and
more active involvement. I've seen that some students lack the motivation to join in the discourse
and instead choose to simply listen to what the teacher is saying on the other end of the line. The
teacher is skilled at attracting attention seekers, but she must also know how to engage and
engage passive pupils, as well as dispel their belief that online classes are dull.
List at least three sources that you have read about this problem/challenge/area of improvement.
Resource or reference about the topic Key points/findings in what I read
https://www.edutopia.org/article/8- How to Get More People to Participate in Your
strategies-improve-participation-your- Virtual Classroom
virtual-classroom Many teachers have told us that encouraging students
to participate has become more difficult during
remote learning. Digital platforms can exacerbate
communication hurdles by making it difficult to
determine when to speak, for example, or to
understand small but crucial aspects of discourse
such as a person's body language and facial
expressions.

https://eric.ed.gov/?id=ED573672 Students in asynchronous online classes are actively

engaged.
In online learning environments, active learning
activities and pedagogical tactics can take on new
forms, especially in asynchronous courses when
students are not engaged with the teacher or each
other in real time. The creation of an architecture of
engagement in the online classroom, the use of web-
based tools in addition to the learning management
system, and a re-imagining of discussion boards as
interactive spaces are all suggested in this paper as
ways to conceptualize active learning in the online
asynchronous class.

https://hongkongliving.com/online- Students not only struggled to participate in their

learning-boring-survey/
online learning, but also reported feeling "stressed" in
about 40% of cases. Twenty percent of those who
studied at home described their experiences as
"anxiety-inducing," while another twenty percent felt
"lonely."

On what theory/principle can this problematic be anchored?

Almerz's theory is at the heart of this issue. Motivation, empathy, non-contiguous
communication, learner autonomy, and interpersonal communication are all essential
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themes in Almerz's theory of personal communication between teachers and learners in

distant education.
REFLECT
1. What do I hope to address the problem/challenge/area of improvement in web-
conferencing app use? What change do you want to achieve?
I wish that teachers will devote more time and effort to using so that passive and wool-
gathering pupils will be encouraged to join and be active.

PLAN
2. If you will conduct action research, what will be the tittle? (Based your answer in nos.1-
3). -
An action research study on the beneficial impacts of reward on passive students.
ACT
3. What strategies/solution/ means can you employ to improve the situation/solve the
problem.
I'll divide the class into small groups to discuss a course topic, have students reflect
individually at the end of each class session on what they've learned and what questions
they still have, and finally, have students work through an application problem with a
partner before presenting to the entire class.

CHECK FOR MY MASTERY

Direction: Select the letter of the correct answer.
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
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 the first Powerpoint she found on the internet and lectured about the
topic to students 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
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b. Teaching presence
c. Cognitive presence
d. Social presence
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 on this goal. The teacher provided readings ahead of
time and also placed the links on the chat box. 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
All are example of web-conferencing apps, EXCEPT,
a. Microsoft Teams
b. Zoom
c. Skype
d. Canva
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 here pieces of evidence of what you
accomplished in this episode.
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