Teachers’ experiences and perspectives in conducting synchronous classes: Affordances and challenges

Abstract

Learning institutions in the Philippines employed online distance learning using the synchronous approach for real-time interaction among learners and teachers. While the arrangement is exploratory and contingent, and responsive to the continuity of learning during the pandemic, its impact remains uncertain. This is of interest including the teaching-learning process in online classes with regard to the domains of Community of Inquiry focusing on the cognitive, teaching and social presence. In generating data, this study utilized focus group discussions involving junior high school teachers (N=15) from public and private schools who tackled questions anchored on said domains. Codified and categorized according to themes, the respondents revealed that personal and professional gains are considered as benefits of online classes but retorted that financial, technical as well as teaching learning support are among the challenges. Learning tasks and skills application draw attention under the cognitive arena, while technology, support for learner engagement and student engagement strategies warrant emphasis under teaching presence. Modes of interaction, interaction resources and approaches to ensuring belongingness underpin the areas under social presence. Results further showed that the affordances and challenges faced by the teachers may be translated into opportunities for innovation, growth, and development.

Keywords

• Community of Inquiry
• online distance learning
• teacher’s experiences
• teacher’s perspectives

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