Online learning for mathematically talented students: A perspective from Hong Kong

Abstract

In developed countries in the Asia-Pacific region, many subjects in the school curriculum are now available in e-learning formats for target groups such as gifted learners or students with learning difficulties. In order to accomplish the objectives of these online courses, the research literature indicates that students need a high degree of self-regulation, self-efficacy, and the ability to make effective use of social support. Social support usually comes in the form of advice, encouragement, and feedback from more knowledgeable others. In addition, the design features and structure of online courses can significantly affect students’ motivation, engagement, and achievement. The potential influence of these variables on gifted students’ online learning in math and how these variables may interact will be discussed in this chapter. A study conducted in Hong Kong is used as an example that examined mathematically gifted students’ self-regulation and self-efficacy in relation to online course design and social support. The 374 participating students undertook an online mathematics course specifically designed for high achievers and completed self-reporting questionnaires. Structural Equation Modelling (SEM) was used to investigate the direct relationships that exist between online self-regulated learning and social support, self-efficacy, and course design. In the findings it was suggested that course design and support from teachers, parents, and peers may influence online self-regulated learning, with self-efficacy acting as a mediator. Implications for designing and implementing online mathematics programs, and for more effectively supporting gifted students’ online learning are discussed in this chapter.