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FS 2 Episode 15 - fs2

Education (Central Bicol State University of Agriculture)

Studocu is not sponsored or endorsed by any college or university

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FIELD STUDY 2
LEARNING EPISODE 15: Utilizing Conferencing Apps for Synchronous
e-learning

TARGET Your 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 suing a web conferencing app for synchronous
teaching and learning (PPST 4.1. 5)
 Demonstrate positive attitude towards use of technology tools. (ICT
CST 7.1.2)
 Use professional reflection and learning to improve practice (PPST
7.4.1)

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 and 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.

Class Grade Level: Subject: No. Of hours/minutes:

Name of Resource Teacher:
Dates when you observed:
Dates when you participated and assisted:

NOTICE
After you participated or assisted in synchronous classes using a
webconferencing app, 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 these
features.
Web-conferencing App Feature Was it utilize? If yes, describe how
it was utilized in class.
Virtual background It was a white background, utilizing
the focus of the students on a teacher
and listen, but for even without a
background it may be effective to

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catch the attention of the students if

the teacher are realy good in
communicating.
Microphone icon on/off Students are free to tell what their
opinion on the said lesson the mic for
them is always free to on but turn it
off if they finished so that the teacher
discussion didn’t affect.
Camera icon on/off Usually the teacher doesn’t required
the students to turn it on the camera
except if the students may haved
something to tell.
Screen share This was the part where teacher
represent her lesson this the their
visual aid to guide their fellow
students to understand what topics
going.
Reaction buttons This may be the setting where
teacher know who was actively and
who’s the present and may also use
this by the student to agree if they
understand what teachers say.
Spotlight Where teacher used to organized
who are particular individual speaks
to minimize the mis-organized voices
if everyone turns to speak.
View (using different views)
Polling This used of it is to present a voting
notification where may ask a question
present, who prepared a activity , this
minimize the misunderstanding of a
teachers and for the students.
Recording Help the teachers to see who’s active
and the one who always leaving in to
the meeting.
Others
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?
Teacher remain flexible and expect the unexpected, being
understandable cause not all the students have a better internet
connection moreover the expectedly students disconnection, but some
point teacher created a strong present and doesn’t affect by that. He
used a poll and some using the reaction of the zoom. After the lesson
he gave a soft copy of the previous lesson to study again if the student
didn’t catch up the whole meeting by disconnecting problem.

3. What was your experience In participating and assisting in

synchronous classes? What were your thoughts and feelings while you
participated and assisted?

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Honestly I’m not surprised of what I saw the only attract me is

how teacher handle the hustle and the unexpected problem, flexible
teaching attract me, I’m so great full to see that kind of teacher where
his heart is widely open to teach.
ANALYZE
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 accessibility of the apps where you don’t need to download
high percentage of gigabyte that may cause of storage alarmed,

2. Referring 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?
Teacher aware of what students activity they should know how
students do in time of her class, gather a research social media they got a lot
of stuff doing their you can add them on social media to guide and students of
what are really are, what they want and maybe you can find where student
don’t want about of how you teach. Beside you can have a spy in your
student who can tell you of what happening on their group chat so in the next
meeting you will teach accordingly of what they want to teach of what they
want to tackle the lesson. Having fun.

Social Presence?
Aside of web-conference, Teacher used messenger to ask where do
students got difficult as soon as possible teacher must didn’t message a
students a personal message aside if it’s emergency or student may be bully
if student classmates misunderstood. They made a group chat where he can
leave a student activity if they can access the web apps and more over in this
group chat teacher send a advance topic to study for them to got prepared on
the next meeting.

Cognitive Presence?
Also you may add your student in their social media to gather a
information about him/her, because some of this era is more likely to have a
huge time in social media. By adding them you can gather an information
about them and guiding them properly, motivate them ask what’s his/her
problem cause by being a teacher is not only teach your subject but also help
you’re student to be more productive , motivate them whatever the way is.

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?
The low internet connection in my area most likely I got forced
disconnected by the low signal so as a student who wants to learn I make a
way to study what my topic I been unattended, I ask my teacher is she have a
copy of the lesson and send to the class so I may not run of time of what
should I learn.

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REFLECT

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

We are new about this kind of teaching for now I may not rate myself of
how I ready cause even the student got difficult but I assure that I will do my
best to teach synchronous class, I’ll be flexible of what should be.

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

Teaching Presence?
Organization of the subject topic,

Social Presence?
Relation of a learning community throughout the environment,

Cognitive Presence?
Applying of knowledge both between subject topics and outside the
meeting,

3. What do you still need to learn in order to conduct an online synchronous

class using a web-conferencing app effectively?
Determining the objective and leave the problem that may gather or
fixed.

Write Action Research Prompts

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?

List at least three resources that you have read about this
problem/challenge.
Resource or Reference about the Key points/findings in what I read
topic
Internet connection Not all have a stable internet
connection.

Placed of the students Not all have a proper room or placed

to study some are in the outside
where you can hear a motorcycle and
even the murmuring of the people.

Electricity Some can’t attend meeting due

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electricity lost.
On what theory/principles can this problem be anchored?

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?
May be used a recorded video of are topic to be represent so they may
be repeatedly watch the topic whatever they want and understand, my
purpose of doing this is not all the students have a high internet connection so
they may download the topic where been recorded and watched it even they
have an internet connection. For the teacher who doing this is make sure you
upload the video is advance the day of your meeting.

PLAN
2. If you will conduct an action research, what will be the title (Base
this on your answers in nos. 1-3):
Reducing synchronous teaching problem to the junior high
school students by the used of once a week face to face
meeting.

ACT
3. What strategies/solution/means can you employ to improve the
situation/solve the problem?
Divide your class in to two and make an once a week meeting by
following safety procol.

Divide the students who have a better internet connection and not.

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 the first Powerpoint she found
on the internet and lectured about the to students without engaging them to
participate. They were passive the whole time. Some students turned of
their cameras. She ended the class with a quiz on the topic. The teacher
did NOT effectively demonstrate which essential elements?
A. Community presence
B. Teaching presence

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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 hasted the Philippines’ goal of attaining herd immunity. Another
learning outcomes 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 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 were back to the big
group, and students 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.

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