Online Learning, Classroom Quality, and Student Motivation: Perspectives from Students, Teachers, Parents, and Program Staff

Autor/inn/en	Chowkase, Aakash A.; Datar, Kshama; Deshpande, Ashwini; Khasnis, Sandhya; Keskar, Aditi; Godbole, Snehal
Titel	Online Learning, Classroom Quality, and Student Motivation: Perspectives from Students, Teachers, Parents, and Program Staff
Quelle	In: Gifted Education International, 38 (2022) 1, S.74-94 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chowkase, Aakash A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294211060401
Schlagwörter	Electronic Learning; Classroom Environment; Program Effectiveness; Talent Development; Academically Gifted; Middle School Students; High School Students; Adolescents; Student Motivation; Student Empowerment; Parent Attitudes; Teacher Attitudes; Self Efficacy; Relevance (Education); Learner Engagement; Foreign Countries; Gifted Education; India + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Begabtenförderung; Talentförderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Studienberechtigung; Elternverhalten; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Relevance; Relevanz; Ausland; Indien
Abstract	The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs--appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01