Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

• Published in: Journal for the education of the gifted Vol. 32; no. 3; pp. 295 - 320
• Main Author: Wallace, Patricia
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 22.03.2009; Sage Publications, Inc; SAGE PUBLICATIONS, INC; Prufrock Press Inc
• Subjects: Academic Achievement; Academically Gifted; Advanced Courses; Behavior; Classroom Environment; Cohort Analysis; Colleges & universities; Conventional Instruction; Course Evaluation; Distance Education; Distance learning; Education, Elementary; Education, Secondary; Educational Environment; Educational Facilities Improvement; Educational Opportunities; Educational Technology; Elementary Education; Elementary schools; Elementary Secondary Education; Gifted; Gifted and talented education; Gifted children; High School Students; Interactive Video; Learning Experience; Meta Analysis; Methods; Middle Schools; Nontraditional Education; Nonverbal communication; Online instruction; Parent Attitudes; Participant Satisfaction; Portfolio Assessment; Program Effectiveness; Program Evaluation; Public schools; Qualitative research; School districts; School superintendents; Secondary education; Secondary schools; Special Education; Student Attitudes; Student Satisfaction; Superintendents; Time management; Usability; Use Studies; United States
• ISSN: 0162-3532; 2162-9501
• DOI: 10.4219/jeg-2009-855

Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted students from age 5 to 17 were examined, drawing on student and parent evaluations and final grades, and comparing results by age group. Overall, the students and their parents found the course an effective learning experience. Elementary school age students reported different reasons for enrolling, rated their instructors significantly more favorably, and found their course to be slightly less demanding compared to older students. However, they rated software usability somewhat lower. The findings point to the potential for distance learning for gifted students, even those in elementary school, and suggest issues that should be considered to ensure success.