Gifted Adolescents' Talent Development through Distance Learning

Abstract

This study involved 99 students who took honors-level courses and 87 students who took Advanced Placement courses through a gifted distance-learning program. Data showed that students' interests in the subject areas, the desire for enriching and accelerating themselves, and the unavailability of the courses in their home schools were the major reasons for enrolling in the distance-learning program. Overall, students were satisfied with the quality of communications with instructors or classmates, but the lack of interactions with teachers was a source of dissatisfaction for some students. Students reported that the classes prepared them well for their AP examinations and that challenge and enioyment were the most important and beneficial aspects of the courses. Findings also showed that most students wanted to use computer technologies that grant them easy access to teachers, other students, and course information, but still desired to have traditional textbooks and written course materials.

Technology to the Rescue: Appropriate Curriculum for Gifted Students

“…In some software, part of the design structure of the program is to scaffold student learning (Williams et al, 2007). Learning is enhanced when software facilitates study and/or provides course-related materials (Betts et al, 2004;Boon et al, 2007;Olszewski-Kubilius & Lee, 2004;Siegle & Foster, 2001). Software has even been written with the aim of increasing levels of metacognition by students (Kinnebrew et al, 2014).…”

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective

“…Many find it more motivating to access material that would otherwise be unavailable (OlszewskiKubilius & Lee, 2004), or to collaborate on a common project with other students geographically distant from their school (Wong et al, 2006) on topics that interest them (Zentall, Moon, Hall, & Grskovich, 2001). Reading advanced, highly interesting material online may benefit G/T students, even those who have learning disabilities in reading, more than reading yet another story from a basal reader (Zentall et al, 2001).…”

“…Student learning is reinforced and enhanced through software that aids the development of study skills and/or provides course related materials (Boon et al, 2007;Olszewski-Kubilius & Lee, 2004;Siegle & Foster, 2001;Ysseldyke et al, 2004).…”

Número completo

“…En concreto, destacan Del Siegle, profesor de la Universidad de Connecticut especialista en alta capacidad, con 7 artículos (Siegle, 2003(Siegle, , 2004(Siegle, , 2005(Siegle, , 2009(Siegle, , 2011(Siegle, , 2013Siegle y Powell, 2004); Paula Olszewski-Kubilius, directora del Northwestern University' s Center for Talent Development (CTD), con 3 artículos (Olszewski-Kubilius, 2001; Olszewski-Kubilius y Lee, 2004Lee, , 2005; y James Gentry, formador de formadores en la Tarleton State University, con 2 artículos (Gentry, 2008;Gentry, Fowler y Nichols, 2007). El resto de autores recogidos en la revisión sistemática solo aportan un artículo.…”