Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students

Abstract

The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

“…In general, enrichment programs and, especially, summer programs are particularly effective in developing students’ affective skills (Kim, 2016). Enrichment programs can be instrumental in enhancing students’ independence and confidence (Desmet et al, 2022; Desmet & Pereira, 2022; Lee et al, 2015), openness (Jen et al, 2017), friendships (Cross et al, 1991; Jen et al, 2017; VanTassel-Baska et al, 1984), academic self-perceptions, planning skills, self-monitoring (Desmet et al, 2023), resilience and mental health (Armstrong et al, 2019), and social interactions and motivation (Chowkase et al, 2022; Wu & Gentry, 2014), as well as reversing underachievement behaviors (Desmet & Pereira, 2022; Matthews & McBee, 2007). Enrichment programs take multiple forms; however, summer enrichment programs are especially popular among middle and high school students.…”