Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students

Autor/inn/en	Desmet, Ophélie Allyssa; Cakmakci, Huzeyfe; Tuzgen, Abdullah
Titel	Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students
Quelle	(2023), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Secondary School Students; Gifted Education; Camps; Online Courses; Instructional Effectiveness; Talent; Affective Behavior; Metacognition; Educational Benefits; Access to Education; Individualized Instruction; In Person Learning; Teaching Methods; Barriers; Intervention; Goal Orientation; Measures (Individuals); Student Attitudes + Suchen Sie Ihr Suchwort? Sekundarschüler; Online course; Online-Kurs; Unterrichtserfolg; Begabung; Hochbegabung; Affective disturbance; Active behaviour; Affektive Störung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsertrag; Education; Access; Bildung; Zugang; Bildungszugang; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Messdaten; Schülerverhalten
Abstract	The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01