Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

Abstract

Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted students from age 5 to 17 were examined, drawing on student and parent evaluations and final grades, and comparing results by age group. Overall, the students and their parents found the course an effective learning experience. Elementary school age students reported different reasons for enrolling, rated their instructors significantly more favorably, and found their course to be slightly less demanding compared to older students. However, they rated software usability somewhat lower. The findings point to the potential for distance learning for gifted students, even those in elementary school, and suggest issues that should be considered to ensure success.