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Online Learning: Experiences and Per...

Buescher, Susan H.

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Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals./
Author:	Buescher, Susan H.
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3572682
ISBN:	9781303391613

Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals.
Buescher, Susan H.

Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals. - 194 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--University of Idaho, 2013.

The 2001 No Child Left Behind Act's focus on raising standardized test scores for underachieving students has created a national education system where teacher time and resources are often not directed to students in the top percentiles and those identified as gifted and talented. As resources for gifted students continue to be limited, opportunities for distance learning have increased exponentially. This qualitative study explored the experiences of 7 gifted middle school students from rural schools in One Western State, their mothers, and their school principals with online courses provided through the Western Virtual School (WVS). This study also investigated the students' experiences in relation to self-regulatory learning theory and self-efficacy theory. Four areas of inquiry included: (a) the significance of the teacher, (b) rural schools' approach to gifted programs, (c) student motivation in the online environment, and (d) challenges with the online learning experience. The findings suggest that additional research be conducted in the areas of (a) student-teacher relationships in the online environment; (b) methodologies related to providing social interaction in online courses; and, (c) the use of online courses specifically for middle school students. Recommendations for educational practice include: (a) the identification of the self-regulatory learning attributes of students prior to online enrollment; (b) the need for more cohesive programs for gifted students; and, (c) increased professional development in the area of gifted education for public schools teachers and administrators.

ISBN: 9781303391613Subjects--Topical Terms:

1673432
Education, Gifted.

Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals.
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245 1 0 $a Online Learning: Experiences and Perceptions of Gifted Middle School Students, Their Parents, and Principals.
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500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Michael Johnson.
502 $a Thesis (Ph.D.)--University of Idaho, 2013.
520 $a The 2001 No Child Left Behind Act's focus on raising standardized test scores for underachieving students has created a national education system where teacher time and resources are often not directed to students in the top percentiles and those identified as gifted and talented. As resources for gifted students continue to be limited, opportunities for distance learning have increased exponentially. This qualitative study explored the experiences of 7 gifted middle school students from rural schools in One Western State, their mothers, and their school principals with online courses provided through the Western Virtual School (WVS). This study also investigated the students' experiences in relation to self-regulatory learning theory and self-efficacy theory. Four areas of inquiry included: (a) the significance of the teacher, (b) rural schools' approach to gifted programs, (c) student motivation in the online environment, and (d) challenges with the online learning experience. The findings suggest that additional research be conducted in the areas of (a) student-teacher relationships in the online environment; (b) methodologies related to providing social interaction in online courses; and, (c) the use of online courses specifically for middle school students. Recommendations for educational practice include: (a) the identification of the self-regulatory learning attributes of students prior to online enrollment; (b) the need for more cohesive programs for gifted students; and, (c) increased professional development in the area of gifted education for public schools teachers and administrators.
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