Date of Publication :3rd July 2024

Abstract: This study examined how Online Collaboration Tools are utilized by Junior High School teachers synchronously and asynchronously. Moreover, the challenges and the coping strategies employed have been explored. A semi-structured interview was employed for data gathering. Interview transcripts constituted the collected qualitative data. The qualitative data were analyzed in three major stages: open-coding, axial coding, and selective coding. The thorough analysis of the data resulted in five major themes that represent the findings of the study: 1) teacher's understanding of OCTs, 2) uses of OCTs synchronously and asynchronously, 3) student- related challenges, 4) teacher-related challenges, and 5) coping strategies. Results reveal that teachers employ OCTs in their instruction to improve student engagement. These tools are mainly employed as they allow students and teachers to collaborate, communicate, and discuss online. Problems arise commonly due to technological concerns, time management, and reduced student participation. Teachers and educational institutions observe means to mitigate the challenges by engaging more in understanding OCTs and improving technicalities.

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