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, contingent, and responsive to the continuity of learning during the pandemic, its impact remains uncertain. It is of interest, including the teaching-learning process in online classes concerning 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 benefits of online classes but retorted that financial, technical, and 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, resources, and approaches to ensuring belongingness underpin the areas under social presence. Results further showed that the affordances and challenges faced by the teachers might be translated into opportunities for innovation, growth, and development.