Exploring the self-regulated learning strategies of mathematically gifted students in an online context

Abstract

Gifted students are those who demonstrate above average ability and excellence in performance in one or more areas of endeavour. These students need learning opportunities that are challenging and appropriate in pace, depth and complexity. Information and communication technology (ICT) in the form of online learning can provide an alternative approach that presents suitable challenges. Over the past decade studies have confirmed the benefits of using ICT to support gifted students.

To participate successfully in online learning, students require a high degree of self-regulation. This study aimed to explore the online self-regulated learning of mathematically talented students. The objectives of the study were: (i) to obtain a better understanding of the self-regulated learning strategies employed by these students; (ii) to investigate the influence of self-efficacy on self-regulated learning; (iii) to examine a viable online course design that fully supports the engagement of students; and (iv) to investigate how supports from teachers, parents and peers can influence gifted students’ engagement in online courses. The research comprised two studies using a quantitative approach.

Study One aimed to develop and validate a version of the Online Self-Regulated Learning Questionnaire (OLSQ) translated into Chinese. This instrument enabled the close examination of online self-regulated learning, and was a reliable measure for use in Study Two. In Study One, the informants are 412 Hong Kong students (age range 9 to 15 years). Data collected indicates that the Chinese version of OLSQ is valid and reliable for use with this population and age range, and can be used with confidence in future research into online learning. The translated Chinese version of OLSQ is now available to other researchers for future studies with Chinese students. In this study OLSQ confirmed that online self-regulated learning could be considered in terms of six dimensions: Goal Setting, Environmental Structuring, Task Strategies, Time Management, Help Seeking and Self-assessment. All the dimensions were positively inter-correlated.

Study Two investigated the extent to which self-efficacy exerts a mediating influence on the effects of social support and course design when learning mathematics online. A sample of 374 mathematically talented students (age range 9 to 15 years) provided self-reports on (i) their use of online self-regulated learning strategies, (ii) estimates of their own self-efficacy, (iii) details of available social support, and (iv) perceptions of course design. Participants were involved in an online mathematics course offered by the Education Bureau in Hong Kong. In Study Two, a structural model was developed to illustrate the influence of social support, course design and self-efficacy on the online self-regulated learning of mathematically talented students. Several scales were developed: Social Support Scale for Online Learning (SSSOL), Design of Online Course Scale (DOCS), and Self-Efficacy Scale for Mathematically Talented Online Learners (SESMTOL). Findings indicated that course design and supports from teachers, parents and peers directly influenced online self-regulated learning, with self-efficacy acting as a mediator. These findings will be of value in identifying positive ways of promoting and supporting self-regulated learning in gifted students, and for developing effective online courses for gifted students.