Gifted Students Speak Out: Using Student Experiences from the COVID-19 Pandemic to Improve Online Learning

Gifted Students Speak Out: Using Student Experiences from the COVID-19 Pandemic to Improve Online Learning

Gifted Students Speak Out: Using Student Experiences from the COVID-19 Pandemic to Improve Online Learning

Paper presentation107Keri Guilbault, Johns Hopkins University, Baltimore, United States; Kimberly McCormick, University of Cincinnati, Ohio, United States

Everest 1Fri 15:30 - 17:00

Balanced research and practice

Background: School closures and online instruction were implemented in the spring of 2020 as preventative measures to stop the spread of the COVID-19 pandemic in countries across the world. In the United States and abroad, educators faced the unprecedented challenge of supporting the learning needs of students through remote learning with very little preparation time, if any. Students with gifts and talents who received routine specialized education services in their schools prior to the pandemic may have experienced a reduction or elimination of these services with school closures. This study aimed to explore how the needs of gifted learners were met during the first year of the pandemic.

Aim: The present mixed methods study aimed to understand the challenges faced by elementary gifted learners during virtual instruction during the COVID-19 pandemic and identify promising practices for future online and hybrid instructing.

Innovative educational practices
_PARENTS, _RESEARCHERS, _STUDENTS, _TEACHERS, COVID19 pandemic, online learning, primary gifted students
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