Level/Grade of the Class: 10

Subject: HEALTH

Lesson or Topic: Issues in the Implementation of Global Health Initiatives

Lesson objectives/learning outcomes:

At the end of the lesson, the students are expected to:

At the end of the 45 minutes lesson, 90% of the Grade 10 students are expected to:

A. Identify common issues or problems in the implementation of Global Health Initiatives.

B. Demonstrate understanding of global health challenges by constructing a table that organizes Global Health Initiatives, their focus areas, and the challenges they face.

C. Appreciate the importance of addressing these challenges by actively participating in class discussions

Which LMS did the teacher use:

Google Classroom

What components or parts were present in the LMS used by the teacher?
Under these components or parts, what task did you participate/assist in?

Stream/Dashboard
Posting PowerPoint presentations, files, videos, and links for lessons, checking attendance, and posting updates or important information for the class.

Classwork
Assigning tasks like assignments, quizzes, questions, posting materials, and adding topics. I assisted the teacher by checking which students submitted their work and who still needed to attach theirs.

People
We helped by adding students to the class.

Grades
Assisted in viewing and managing grades. I also helped check which students hadn’t submitted their answers and identified those with incomplete grades or scores.

Describe the structure of the LMS utilized by the teacher. How was it organized? What main components did you find?
Google Classroom is a platform created by Google to help teachers manage virtual lessons more easily. The workspace for Google Classroom has four main sections that students can see. While teachers have access to all the tools in the background, the student interface is focused on the information they need. The four main sections at the top of the page are Stream, Classwork, People, and Grades.

How was the content taught or delivered? How were the learning activities arranged? What strategies did the teacher or you use to help students attain the objectives/outcomes?
Google Classroom is a flexible platform, so teachers use its features in different ways. Some teachers use Google Meet for live video lessons. Google Meet is integrated with Google Classroom, so teachers can easily set up live, or "synchronous," lessons. The Stream can be used for online discussion boards, where students can ask questions and comment on each other’s posts, helping increase class participation. Teachers and students also share media like images, website links, YouTube videos, and screencasts to make digital learning more engaging. To help students reach learning objectives, teachers can include other apps and websites to explain lessons more effectively.

What was your experience in participating and assisting?
We learned how the teacher conducts lessons without face-to-face interaction by participating in and assisting virtual classes. The teacher used Google Classroom to communicate with students and Google Meet to teach live lessons. I was impressed by how involved the students were, even in a virtual setting. Through this experience, I became more familiar with the features of the app we used for online teaching and learning.

What do you think are the best features of the LMS that the teacher used? How do these features help the students learn the content?
The best feature of the LMS we used is the integration of hundreds of external apps and websites with Google Classroom. This helps streamline teaching when using Google Classroom regularly. Up to 250 people can join a Hangout call, and up to 100,000 people can watch live. Meetings or lectures can also be recorded so students who miss the live session can watch them later. Live classes allow teachers and students to interact, review instructions, and do quick check-ins. Students can also ask questions or get help with assignments.

How did the teacher/you use the LMS to implement the strategies/activities planned?
To implement the planned activities, we used the Stream in Google Classroom. This is where assignments, quizzes, questions, materials, links, images, and videos were posted.

How did this connect with what you know about LMS and TPACK?
LMS, like Google Classroom, is software that helps organize courses by planning, managing, and delivering online lessons. TPACK, or Technological Pedagogical Content Knowledge, is a model that guides teachers in combining their knowledge areas to use technology effectively in teaching and engaging students.

What problem or challenges did the teacher/you or the students encounter in working with the LMS? How did it/they affect the teacher/learners? What part/s of the LMS do you think can still be improved? How can this/these be improved?
Sometimes, we couldn’t attach files or submit work on Google Classroom due to maintenance or technical issues. This affects both teachers and students because students might miss deadlines if the system is restored after the due date. Teachers may also be unable to post updates in the dashboard during these times. One part of the LMS that could be improved is the scheduling feature. It could be expanded to allow scheduling for multiple classrooms at once instead of one at a time. This improvement would save a lot of time.

1. How ready are you in organizing and using an LMS?
   We are still practicing and improving our skills in using different LMS platforms for teaching and learning. It’s important to first become familiar with all its features to use it effectively and know how and when to apply it when delivering lessons.

2. Enumerate the knowledge, skills, and attitudes you already have to organize your virtual learning environment and use an LMS:

• Content: We have a good understanding of the content we will teach. We can communicate and share lessons effectively with students. We know how to incorporate values into lessons that students can benefit from and connect with real-life situations.

• Pedagogical: We know how to guide the teaching-learning process using different instructional strategies, methods, and techniques. We have the skills to find the most effective and creative ways of teaching so students can learn better.

• Technological: We know what digital tools are available and can choose the most suitable ICT tools and instructional materials by applying the 5 principles. We also understand the importance of these tools in learning and their ethical use.

3. What do you still need to learn in order to use the LMS effectively?
   We need to master all the features and components of the LMS to apply it fully in the teaching and learning process. This will help us create a more organized virtual learning environment and demonstrate the skills needed to use the LMS effectively.

OBSERVE

1. What problematic situation/challenges/area of improvement did you see while you participated and assisted using an LMS?
   Since it requires an internet connection, using an LMS is almost impossible in poor or developing countries where many people lack access to reliable internet, mobile phones, or electronic devices. Most online learning systems need high-speed internet for the best performance. However, it is hard for students to access and participate in media-rich and interactive learning systems commonly used in today’s online classrooms.

List at least three sources that you have read about this problem/challenge.

Resource or Reference about the Topic - Key points/findings in what we read

• Greten. (2020). What is LMS server latency, and how it affects your elearning? Ititser RSS. Retrieved January 19, 2022, from https://www.ititser.com/what-is-lms-server-latency-and-how-it-affects-your-elearning/
  Server latency is the time it takes for a signal to travel between a user's device and the server. It depends on factors like the number of files requested, the number of users accessing the system, and the distance between the user and the server.

• Mackie, K. (n.d.). Low bandwidth teaching and learning. Retrieved January 19, 2022, from https://ecampusontario.pressbooks.pub/kylemackie/chapter/optimizing-files-to-help-lower-the-bandwidth/
  Remote teaching has challenges like slow home internet connections, especially when shared by multiple people. Students using free or institutional networks like libraries may get better internet access than those relying on home connections.

• Gierdowski, D. C. (2021). Student experiences with connectivity and technology in the pandemic. Educause.edu. Retrieved January 19, 2022, from https://www.educause.edu/ecar/research-publications/2021/student-experiences-with-connectivity-and-technology-in-the-pandemic/introduction-and-key-findings
  Many students struggle with unreliable internet, especially those with unstable housing situations. Some students go to great lengths to find stable Wi-Fi connections, while others have no choice but to go without internet during disruptions.

On what theory/principles can this problem be anchored?
Self-determination theory explains the motivation behind problematic internet use and how it connects to psychological distress. Satisfying basic needs is negatively related to distress, which in turn reduces internet-related challenges.

REFLECT

1. What do we hope to address – the problem/challenge/area of improvement in LMS use? What change do we want to achieve?

We aim to ensure that instructors and students have easy and reliable access to broadband. The flexibility of the online classroom makes it possible to teach and learn anytime and anywhere. We want instructors and students to interact consistently throughout the day in asynchronous online activities, without being limited by schedules or technical issues.

PLAN
2. What strategies/solutions/means can we employ to improve the situation/solve the problem?
We can conduct usability tests to gather feedback on how to improve the system and its content. Consulting colleagues, ICT experts, and researching techniques based on the TPACK model can help enhance the use of LMS platforms.

ACT
3. If we will conduct an action research, what will be the title (based on our answers in nos. 1-3)?
"Review of Prevailing Trends, Barriers, and Future Perspectives of Learning Management Systems"

1. C

2. A

3. A

4. C

5. D