Comparative research study between identified gifted students' and non-identified students' perception of distance learning courses and the relevance of these courses to students' academic and personal needs and goals /
This research explores the similarities and differences between identified gifted students and students who are not identified as gifted in reference to their perceptions as to how distance learning courses meet their personal and academic needs and goals. This investigation considers the questions...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765051181&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This research explores the similarities and differences between identified gifted students and students who are not identified as gifted in reference to their perceptions as to how distance learning courses meet their personal and academic needs and goals. This investigation considers the questions of similarities and differences between (a) characteristics of these students, (b) perceptions of how these courses meet their needs and goals, (c) attitudes towards the courses and course designs, and (d) profiles of good distance learners and gifted students. Engaged learning theory, the theory of choice for successful distance learning courses, encompasses the best of most learning theories. Such courses not only require that good distance learners have certain characteristics but also employ strategies to enhance these characteristics in learners. These characteristics are similar to those characteristics of gifted students. The teaching strategies prompted by engaged learning theory are similar to the strategies suggested for helping gifted learners to realize their potential. An interactive continuum approach to the use of mixed methods was the basis for exploratory research into these issues. A 19-question, 5-point Likert scale survey also collected demographic information and responses to four open-ended comments. These comments were quantified through content analysis and the use of a matrix. Statistical analysis provided results from this data. Information collected from conferences, meetings, contacts, observations, and interviews provided insight into the quantitative data and substance for a narrative presentation. There appeared to be many similarities between these two groups of students in respect to these research questions. However, there were important qualitative differences between student characteristics and mediating effects in reference to these similarities and differences. Although the small sample size (N = 60) limited hypothesis validation, this exploratory research revealed intriguing results, suggesting areas for further study. Effects of gender and the number of courses taken may have impacted students' perceptions and preferences, especially in reference to distance learning versus traditional courses. This study can provide a snapshot view into the research issues and areas for possible further study. This study can suggest issues to consider in the scheduling, selection, and implementation of such courses for students. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xiii, 246 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 162-177). |