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ERIC Number: EJ945876
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1076-2175
Conversations with Teachers on the Benefits and Challenges of Online Learning for Gifted Students
Thomson, Dana
Gifted Child Today, v34 n3 p31-39 Sum 2011
The opportunity to work at a pace consistent with their rate of learning, as well as expanded access to advanced-level courses, make online learning a particularly good option for many gifted students. However, online learning can also present a number of challenges. What are some of the primary benefits and challenges of this fast-growing mode of learning, as seen from the perspective of experienced practitioners, online instructors of gifted students? Are there specific strategies that can be employed by online instructors in order to help students capitalize on the benefits of online learning, overcome some of the challenges of this medium, and have a successful online learning experience? Through interviews and responses to an open-ended online survey, more than two dozen online teachers provide insight into these questions. Among the themes that emerged in these conversations were the importance of personalizing the learning experience, allowing for flexibility, individualizing the learning experience to accommodate students' varied skills and learning styles, and fostering a student-centered approach to learning. In the interviews with teachers and their open-ended survey responses, three broad categories of effective instructional strategies in online courses emerged. The first category was comprised of strategies designed to facilitate teacher-student interaction, the second was comprised of strategies designed to facilitate student-content interaction, and the third was comprised of strategies designed to facilitate student-student interaction. Overall, teachers emphasized the importance of strategies designed to facilitate teacher-student interaction and student-content interaction more often than student-student interaction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A