Gifted Boys Voice Their Perspectives of Online Learning at High School.
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| Title: | Gifted Boys Voice Their Perspectives of Online Learning at High School. |
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| Authors: | Neumann, Michelle M.1,2 (AUTHOR) m.m.neumann@sheffield.ac.uk, Ronksley-Pavia, Michelle2,3 (AUTHOR) |
| Source: | Gifted Child Today Magazine. Jul2026, Vol. 49 Issue 3, p232-243. 12p. |
| Subject Terms: | *Online education, *Gifted persons, *Academic motivation, *Student attitudes, *Teacher-student relationships, *Secondary education, *Educational technology |
| Geographic Terms: | Australia |
| Abstract: | Online learning plays a significant role in supporting students during their academic endeavours at high school. More specifically, online resources and applications can be used to engage and motivate gifted students to achieve their goals and further work is needed to understand gifted boys' perspectives of online learning at school. This is especially so for gifted boys who may be at greater risk of underachieving and disengaging at school. This exploratory study interviewed four gifted boys (14–15 years old) attending one independent high school in Australia, to investigate how they used online learning in their classrooms. The boys were interviewed in pairs using a semi-structured approach that prompted them to share their perspectives and experiences of online learning and discuss the types of online activities and applications they used in their classrooms. Overall, the boys highlighted the importance of not disregarding traditional teaching methods but integrating both online learning activities and traditional face-to-face activities in a balanced way that sustained their motivation, provided opportunities to work with challenging problems, and would support characteristics of gifted learners. The boys also shared that building trust between teacher and student was essential to ensure their engagement. Practical recommendations for teachers are also discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Gifted Child Today Magazine is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Online learning plays a significant role in supporting students during their academic endeavours at high school. More specifically, online resources and applications can be used to engage and motivate gifted students to achieve their goals and further work is needed to understand gifted boys' perspectives of online learning at school. This is especially so for gifted boys who may be at greater risk of underachieving and disengaging at school. This exploratory study interviewed four gifted boys (14–15 years old) attending one independent high school in Australia, to investigate how they used online learning in their classrooms. The boys were interviewed in pairs using a semi-structured approach that prompted them to share their perspectives and experiences of online learning and discuss the types of online activities and applications they used in their classrooms. Overall, the boys highlighted the importance of not disregarding traditional teaching methods but integrating both online learning activities and traditional face-to-face activities in a balanced way that sustained their motivation, provided opportunities to work with challenging problems, and would support characteristics of gifted learners. The boys also shared that building trust between teacher and student was essential to ensure their engagement. Practical recommendations for teachers are also discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10762175 |
| DOI: | 10.1177/10762175261432682 |
