Evaluating online education for gifted students: Parents’ views

N. G. Kaya, Gülendam Akgül
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引用次数: 4

Abstract

Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.
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评估资优学生的在线教育:家长的观点
与许多国家一样,由于全球新冠肺炎疫情的影响,土耳其的学生自2020年3月起开始接受在线教育。诸如他们的学习动机和需要,以及更高的认知唤起等因素会使天才学生更难以离开学校。在此背景下,本研究旨在从资优学生家长的角度探讨资优学生在网络教育过程中的体验。通过对15名家长的电话访谈,采用定性研究方法之一描述性解释法对数据进行分析。保证了数据的有效性和可靠性。根据结果,出现了七个类别:对教育的反思、优点、缺点、心理影响、解决方案、观察到的情绪和建议。从资优学生的特点、以往的在线教育实践,以及对未来资优儿童在线教育的建议等方面对研究结果进行了讨论。
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