Learning

FIELD STUDY 2 Episode Utilizing Web-

Conferencing Apps

FS 2 15
for Synchronous
e-learning

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 tasks you will need to do before
working on this episode.

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 using a web conferencing app for synchronous teaching and
learning. (PPST 4.5.1)
 Demonstrate positive attitude towards using of technology tools. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice.( PPST 7.4.1)

Clarify Your Task

The call of the times 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 supposed 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 access, 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,
which is about basic teaching tasks; (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
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 Infographic/s

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 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.

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 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

Microphone icon on/off

Camera icon on/off

Screen share

Reaction buttons

Spotlight

View (using different views)

 Polling

Recording

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?

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

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?

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?
Social Presence?

Cognitive Presence?

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?

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

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

Teaching presence?

Social Presence?
Cognitive Presence?

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

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 improvement did you see while you
participated and assisted using a web-conferencing app for synchronous learning?
________________

List at least three sources that you have read about this problem/challenge.
Resource or Reference about them Topic Key points/findings in what I read
On what theory/principles can this problem be anchored?
______________________________________________________________________________
______________________________________________________________________________
______________________________

REFLECT

What do I hope to address the problem/challenge/area improvement in web of

conferencing app use? What change do you want to achieve?
______________________________________________________________________________
______________________________________________________________________________
______________________________

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

ACT
3. What strategies/solution/means can you employ to improve the situation/solve the problem?
______________________________________________________________________________
______________________________________________________________________________
______________________________
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 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
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 student’s 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

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.