AME+Cyber: Evaluating the Online Delivery of a Holistic Cyber-Related Talent Development Program

Autor/inn/en	Desmet, Ophelie; Crimmins, Danielle; Seigfried-Spellar, Kathryn C.; Gentry, Marcia
Titel	AME+Cyber: Evaluating the Online Delivery of a Holistic Cyber-Related Talent Development Program
Quelle	In: Gifted Education International, 38 (2022) 1, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Desmet, Ophelie) ORCID (Gentry, Marcia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294211054361
Schlagwörter	Program Effectiveness; Teacher Attitudes; COVID-19; Pandemics; School Closing; Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Talent Development; High School Students; Blended Learning; Academically Gifted; Gifted Education; Self Concept; Self Management; Student Interests; High School Teachers; Academic Achievement; Goal Orientation; Resilience (Psychology); Independent Study; Internet; Safety + Suchen Sie Ihr Suchwort? Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Begabtenförderung; Talentförderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Selbstmanagement; Studieninteresse; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung; Zielorientierung; Zielvorstellung; Selbststudium; Sicherheit
Abstract	The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers' perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01