capstone research project online extensions edrs 8900 varnedoe
TRANSCRIPT
Running Head: ONLINE EXTENSIONS AND GIFTED STUDENTS
Online Extensions and Gifted Students
EDRS 8900 – Fall 2015
Julia Varnedoe
Kennesaw State University
ONLINE EXTENSIONS AND GIFTED STUDENTS 2
TABLE OF CONTENTS
CHAPTER ONE
Introduction ……………………………………………………………………………….4
Statement of the Problem …………………………………………………………………...4
Purpose of the Study ……………………………………………………………………..5
Research Question ……………………………………………………………………..5
Definition of Terms ……………………………………………………………………..6
Limitations of the Study …………………………………………………………………..7
Significance of Study ……………………………………………………………….…….7
CHAPTER TWO
Review of the Literature ……………………………………………………………………9
CHAPTER THREE
Methodology ……………………………………………………………………………11
Research Design and Procedures ...……..………………………………………………11
Bounds of Case ……………………………………………………………………………13
Participants ……………………………………………………………………………13
Research Context ……………………………………………………………………14
Researcher Background and Role …………………………………………………....14
Data Collection ……………………………………………………………………………15
Data Analysis ………………………………………………………………………….18
Ethical Considerations ……………………………………………………………19
Summary …………………………………………………………………………….19
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CHAPTER FOUR
Results ……………………………………………………………………………………21
Discussion ……………………………………………………………………………………35
REFERENCES ……………………………………………………………………………38
APPENDICES
Appendix A – Pre Study Survey ……………………………………………………………41
Appendix B – Post Study Survey …………………………………………………………42
Appendix C – Survey Open Response Codebook ………………………………………44
Appendix D – Student Interview Question Set ……………………………………………46
Appendix E – Teacher Interview Question Set ……………………………………………48
Appendix F – Student Interview Codebook…………………………………………………49
Appendix G – Teacher Interview Codebook ………………………………………………51
Appendix H – Informed Consent Form ……………………………………………………53
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Chapter 1
INTRODUCTION
Gifted and high achieving students often struggle in general education classrooms. The
curricular focus is on meeting curriculum standards for the entire group, and specific attention is
often allocated to addressing the needs of underperforming or below grade level students (Farkas
& Duffet, 2008). This is especially true in the elementary setting, where heterogeneous
groupings of students are the norm. According to the National Center for Education Statistics,
class sizes have continued to grow and teachers do not have the time, or have not been properly
trained to differentiate or provide access to materials for high achieving or gifted students. A
national study conducted by the Fordham Institute found that 58% of teachers have received no
professional development focused on teaching academically advanced students, and 73% of
teachers felt that their high achieving students are under-challenged in school (Farkas & Duffet,
2008).
The Cobb County School District provides services for students identified as gifted at all
grade levels that are designed to address cognitive and affective growth. Gifted curriculum
emphasizes critical and creative thinking, advanced research skills, and advanced/accelerated
academics.
Statement of the Problem
High achieving and gifted elementary school students are provided with few
opportunities to extend their understanding of general curriculum topics at deeper levels, or
engage in self-directed extension activities. This topic is of personal interest to me, as I teach
gifted students, who attend our county’s advanced learning program called “Target” one day per
week in a self-contained resource classroom. My students will often ask for extra work that they
ONLINE EXTENSIONS AND GIFTED STUDENTS 5
can complete when they are not in Target class. They tell me that they are not as challenged as
they would like to be in their general education classrooms, often finish before other students,
and utilize their time in between assignments independently reading. I would like to understand
the needs of these students more, how they would respond to the opportunity for curriculum
extension, and how this would affect their attitudes about learning.
Purpose of the Study
Online technologies provide an opportunity to deliver differentiated curriculum to gifted
students that can offer them a greater depth of study, a variety of topics, and allow students to
move at their own pace (Nugeni, 2001). The purpose of this mixed methods study was to
determine if online extension lessons are an effective way for gifted students to continue learning
beyond their one day per week resource class in the elementary school setting. Extension lessons
are defined as any activity that extends the learning of the lesson to create a deeper
understanding of the content being taught in the classroom. They are challenging in nature and
provide opportunity for self-directed learning.
Research Questions
This study analyzed the connection between the use of online curriculum extension
lessons, student online discussions, and engagement in learning among gifted elementary school
students. The following research questions guided this work:
1. To what extent do gifted students choose to participate in online extension lessons?
2. Do online discussion groups motivate students to participate in extension lessons?
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3. Does participation in extension lessons influence student perceptions of their overall
engagement in learning?
Definition of Terms
Extension Lesson: an independent study activity that extends the learning of the gifted
curriculum to create a deeper understanding of the content being taught in the classroom.
Extension lessons were offered weekly in an online format as an optional continuation of the
topics discussed in class. Extension lessons were completed outside of the Target classroom.
Gifted Student: a student who demonstrates a high degree of intellectual and/or creative
abilities, exhibits an exceptionally high degree of motivation, and/or excels in specific academic
fields, and who needs special instruction and/or special ancillary services to achieve at levels
commensurate with his or her abilities. Gifted identified students have been referred for
evaluation, assessed, and found eligible for gifted services. Students are assessed in four areas:
mental ability, achievement, creativity, and motivation. Instruments include nationally normed
tests, rating scales, and other Cobb County approved measures that comply with Georgia state
rules and regulations. Delivery models for gifted services include the resource classroom, where
all students are identified as gifted, cluster grouping, and collaborative teaching.
Target: Target is the name of the gifted education program in Cobb County. Students attend a
weekly Target resource class with other students in their same grade level. The class duration is
6 hours, and students eat lunch and attend Specials with their Target classmates on their Target
day.
Extension Lessons
This study utilized independent study opportunities in the form of an optional weekly
online curriculum extension lesson. The differentiated content in the extension lessons was
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designed to address the needs of gifted students by stimulating critical thinking and offering
opportunities for deeper topic research and extended academic study. Students choose from a
variety of topics that were connected to the curriculum, interesting, and continued student access
to focused learning opportunities (Powers, 2008). Extension activities were completed
independently by students online, culminating with participation in an online group discussion
that facilitated peer interaction.
Limitations of the Study
The study was limited to all third, fourth, and fifth grade gifted students attending the
Target program in a Cobb County elementary school. The study was also limited by the short
amount of time in which the students were exposed to extension lesson opportunities. The
students were only exposed to a weekly extension for one week before data collection began and
four weeks before data collection was completed. The sample was limited to the students that
were enrolled in the school’s third, fourth and fifth grade Target classes.
Significance of the Study
There is growing evidence that our U.S. education system is failing to nurture its gifted
students. The low percentage of students scoring at the National Assessments “advanced” level,
declining rankings of students test scores internationally, and the ongoing need of finding
qualified domestic personnel to fill critical jobs are indicators of a weakness in our educational
system (Finn, 2012). This topic was chosen to study to determine if the use of online independent
learning opportunities can help address the learning needs of gifted students.
While most teachers strive to differentiate instruction for all of their students, struggling
students are typically the priority and little time or resources are left for gifted students (Farkas &
ONLINE EXTENSIONS AND GIFTED STUDENTS 8
Duffet, 2008). Readily accessible online technologies offer an efficient and engaging way to
deliver differentiated gifted instruction and increase the ability incorporate discussion about
relevant topics. Online technologies can be used to extend the instruction offered in the gifted
classroom beyond the 6-hour per week Target class, facilitate discussions, and allow students to
interact and collaborate with their gifted peers. This study is important because it will
investigate the experiences of the students participating in extension lessons, and the motivating
factors that promote engagement in their learning.
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Chapter 2
REVIEW OF THE LITERATURE
Identifying gifted learners and the efficacy of providing specific curriculum designed to
meet their needs has long history. Education for intellectually talented learners in the United
States dates back 100 years to the establishment of schools for gifted students (Plucker &
Callahan, 2014). Significant research on giftedness funded by the federal government occurred
during the cold war and 1960’s through the support of the Javits Gifted and Talented Students
Education Act. This support continues today with the establishment of the National Research
Center on the Gifted and Talented (NRC/GT) in the early 1990’s and research programs have
developed at several major universities.
The bulk of the studies in gifted education have lacked causal research, and have focused
on descriptive and correlational analyses (Plucker & Callahan, 2014). A major concern of
advocates for gifted education is the absence of interventions in the regular classroom
environment that address the needs of gifted students. Among such descriptive studies, the
NRC/GT’s work identifies evidence of a lack of attention to curricular and instructional
differentiation in elementary schools, resulting in insufficient challenge for gifted students in
general education classrooms (Westberg, Archembault, Dobyn, and Salvin, 1993; Westberg and
Daoust, 2004). Differentiation in the general education classroom is one of the most common
forms of programming for gifted students, however studies focusing on differentiation indicate
that teacher focus tends to be on struggling learners (National Association for Gifted Children,
2011).
The growth of digital technologies have created many opportunities to provide a variety
of differentiated content to students in an efficient manner. Assignments can be posted online at
ONLINE EXTENSIONS AND GIFTED STUDENTS 10
little to no cost and accessed by students within the classroom. Online content can be provided to
meet gifted student needs by allowing students to move at a faster rate, learn at deeper levels,
and engage in activities that are aligned with their existing knowledge base thus providing
challenging and meaningful learning experiences. Because the research reveals that teachers
struggle with curricular and instructional differentiation in the classroom, independent study is a
technique that is recommended for gifted learners, offering student’s choice, independence, and
connection to real world experiences (Powers, 2008).
Currently, there is little opportunity for the delivery of consistent differentiated
instruction for gifted students at Mountain Elementary School. Most teachers engage in best
practices regarding instruction and differentiation, but lack the ability to do so consistently.
When asked about how they differentiate for gifted students, teachers have remarked “I know I
should do it, and I want to do it, but I just don’t have the time to provide separate lessons and
materials for a handful of students,” “I need help with finding appropriate curriculum for my
gifted students,” and “…the reality is that my priority is focusing my time in class on my
students who are not mastering the standards.” (personal communication). If independent study
is offered via online extension lessons, will gifted elementary students participate in the lessons,
will the opportunity of participating in an online discussion forum motivate students to take part
in the lessons, and how will this influence student perceptions of their engagement in learning?
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Chapter 3
METHODOLOGY
Research Design and Procedures
A mixed method concurrent triangulation design was chosen for this study, which
utilized the concurrent, but separate collection of both qualitative and quantitative data including
online student surveys, student and teacher interviews, and analysis of on online discussion
forum (Creswell, 2003). Students in the study participate in a Bring Your Own Device (BYOD)
program that is currently only offered to Target students. A qualitative collective case study was
used to explore gifted students experiences with extension lessons offered in an online format,
and their perceptions of how this influences their social behaviors, motivation and engagement in
learning. Case studies examine a set of individuals and present data that is gathered through a
variety of means to enhance the theory generating capabilities of the case and to provide validity
to the assertions made by the researcher (Stake, 2005). A pre- and post-survey, along with an
analysis of discussion forum content and interviews were used in this collective case study to
interpret gifted students’ perceptions.
The research conducted for this study focused on gifted 3rd, 4th, and 5th grade Target
students who attend a Cobb County elementary school in Marietta, Georgia. All lessons were
presented to the students in a variety of online platforms, including websites, a class Wiki, and
unit Web Quests. The Target website is used as a resource page, and provided links to all digital
resources. The class Wiki offered students a place to work collaboratively, reflect on their
learning, and present their work. Web Quests were used to deliver unit lessons in an online
project format that was accessible before, during, and after Target class. All assignments were
posted in Edmodo, a learning management system that offers elementary students the ability to
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communicate in a safe and monitored environment. Class communication on Edmodo was
strictly limited to questions and comments related to assignments.
The Target curriculum was separated by grade level. Students in 3rd grade study
environmental issues related to trash and composting through the Talking Trash Web Quest. The
unit for students in 4th and 5th grades was the Inventure Web Quest, which focuses on using the
iterative design process to develop an invention or product that will be entered in a school
competition. Unit lessons were posted in the Web Quest, which facilitates student interaction.
Extension lessons were offered at the end of each unit lesson in the Web Quest. A summary of
the Extension lesson components was posted, along with the time required to complete the lesson
(usually 10-15 minutes). To adjust for their developmental readiness and stamina, extension
lessons for 3rd grade students contained fewer components than those offered to 4th and 5th grade
students. Students who completed the extension activity were invited to join a “Playground”
discussion forum to share their learning and thoughts about the topics informally with other
students participating in the extension activities. Students who posted a comment in the
Playground were awarded an animated “badge” in Edmodo that related to the extension lesson
topic. Extension lesson topics cover the cognitive gifted standards of divergent thinking,
problem solving, and evaluative thinking, and relationships/connections.
Student responses were tracked and analyzed. Students received invitations to complete
extension lesson activities once per week for four consecutive weeks. These invitations were
located in the class Edmodo page, which is used to provide links to assignments and weekly
reminders to students. Links to the extension lessons were provided in the reminder. The
researcher acted as a facilitator and point of contact for the students.
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Quantitative components of the study focused on how many students utilized the
extension opportunities and how often they participated. A post-survey was conducted to assess
motivating factors and if participation in the lessons influenced student engagement.
Boundaries
This research was limited to gifted 3rd, 4th and 5th grade students who reside in Cobb
County, Georgia. The students were between the ages of 8 and 11 years old and attend the same
public elementary school. All students participated in the Target program. None of the students
had any experience with online extension lessons prior to the study. During the study the
students’ participation in the research was limited to 5 weeks. Students were exposed to 4 weekly
extension lessons 5 weeks to participate in the discussion forum following completion of the
extension lesson. All students had access to their own personal devices or classroom devices
(iPads, desktop pc’s, Chromebooks, and laptops) at school, and all of the participating students
reported having access to the Internet at home.
Participants
The students who participated in this study were comprised of 162 students in 3rd, 4th, and
5th grade students who participate in the Target gifted program at a Cobb County elementary
school. The researcher, Julia Varnedoe, and another Gifted Education Specialist taught the same
content to all sections of classes involving these students during the study. All students have
active gifted eligibilities and were served in the gifted education program at their elementary
school. The participants were 89 males and 73 females. Of the total students who participated in
the study, 108 were white, 42 Asian, 6 multiracial, 4 Hispanic, and 2 black. No background
knowledge of the students was used for selection of participants. Students gave verbal consent to
participate in the study interviews and pseudonyms were used to protect their anonymity.
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Table 1
Participant Demographics
Grade Female Male Total White Asian Multi Hispanic Black
3rd 19 15 34 23 9 1 1 1
4th 36 35 71 47 18 3 2 0
5th 34 23 57 38 15 2 1 1
Totals 89 73 162 108 42 6 4 2
Research Context
This research took place in two Target classrooms at Mountain Elementary School
(pseudonym), a suburban community that is considered part of metro Atlanta, Georgia. As of
2015, Mountain Elementary School had 1,037 students including 810 White, 120 Asian students,
and 48 Hispanic students. The remaining students are made up of mixed race, black, and
American Indian students. Mountain Elementary School has 100 fulltime teachers with a student
to teacher ratio of 16 to 1 and 3.7% of students receive free/reduced lunch (School Digger). The
participants in the study were gifted students chosen from multiple Target classes. An attempt
was made to select them proportionally to the demographics of Mountain Elementary School.
All interviews were conducted in the same classroom. The surveys issued to the participants
were administered using Google forms.
Researcher Background and Role
For the purpose of the study, I assumed the role of interviewer, discussion participant,
and interpreter. I am an active advocate for gifted education and do not believe gifted students
needs are adequately met. I was very curious to see if the students would participate in the
extension lessons. Survey and interview questions were designed to be understood by
elementary school student participants.
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Data Collection
Data was collected over five weeks during October and November 2015. A pre-study
survey was conducted during the week of October 19, 2015 prior to the extension lessons being
introduced. The purpose of the survey was to gather baseline data on technology use as well as
the likelihood of participating in extension lessons. Students participating in the extension
lessons were offered the opportunity to join a discussion forum. Quantitative data was collected
from the discussion forum from October 19-November 20 to gather additional information on
student participation, determine if the discussion forum was a motivator for student, and evaluate
if the lessons influenced student engagement in learning. Student responses were also coded to
develop emerging themes. A post-study survey was conducted during the week of November 9
to allow students to formulate responses regarding their participation in extension lessons,
factors that influenced their motivation to participate, and their perceptions regarding its
influence on their engagement with learning. Surveys were anonymous and students were
encouraged to provide honest feedback. Finally, 2 interviews were conducted on November 13,
2015 with a teacher and a student. The interviews were designed to clarify questions the
researcher had regarding the existing data, and also provide insights from a student and teacher
perspective. Responses from the interviews were coded to identify themes.
Surveys
Two surveys were conducted during the research, a pre-study survey (Appendix A) and a
post-study survey (Appendix B). The surveys were posted as an assignment in the student
learning management system Edmodo prior to the introduction of the extension lessons and
again after the launch of the 4th lesson. Surveys were completed in class and also at home. The
purpose of the surveys was to collect information on student perceptions and observe any
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changes following the conclusion of the research. The surveys were administered online through
Google Forms, and contained both quantitative and qualitative questions. There were a variety of
question types, including Likert scale questions, a rating of the extension lessons, and an open
response opportunity. Questions were written to address the research questions and focused on
participation and motivation behaviors, as well as their attitudes regarding student engagement.
The pre-study Student Technology Use Survey contained 8 questions that related to
student technology use. This was important to the research because extension lessons were
provided online, and the survey provided baseline information about device usage as it relates to
motivation and student engagement with learning. An attitude scale was used to ask students
about the likelihood of participation in extension lessons based on delivery method – worksheet,
online, or online with an opportunity to participate in a discussion group. The multiple choice
questions asked students if they brought their own device, if using a device makes them more or
less motivated to complete class activities, and if device usage helps them to engage in learning
more. The survey also included a checklist question that allowed students to select from 9 factors
describing how using device may enable them to engage more with their learning. An open
response question was included prompting students to share information about completing
assignments and activities using BYOD.
The post-study survey Student Extension Lessons Survey was conducted following the
4th extension lesson. This survey contained 9 questions related to the student participation rate,
factors affecting motivation to participate, and if/how participation helped them to engage in
learning. There were a variety of open and closed question types, including multiple choice,
checklist, attitude scale, and an open response question to allow students to share information
about the extension lessons.
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Interviews
A teacher and student interview was conducted on November 13, 2015 to help understand
the respondent’s experiences with the extension lessons. The interviews were conducted during
the school day in the Target classroom. A fourth grade white male student who participated in
the extension lessons was chosen for the student interview. The student participated in the
lessons and discussion board, and was willing to discuss his experiences. During the student
interview, the respondent was asked clarifying questions regarding motivation to participate in
the first extension lesson, and factors that influenced continued participation. The respondent
was asked if participation in the discussion forum with other students affected his participation,
and if he earned any reward badges. Finally, the participant was asked to describe when he was
most engaged in learning in his homeroom and the Target classroom. This was explored further
by having the respondent describe behaviors and attitudes present when he is engaged in
learning, and if using a device contributed to this engagement. Finally, the respondent was asked
about the connection between participation in extension lessons and his attitudes about himself
as a learner, and if there was a pay-off or perceived reward for completing the lessons.
The teacher interview was conducted following the posting of the 4th extension lesson.
The female gifted teacher who implemented the extension lessons in her classroom was chosen
for the interview. The teacher was asked if device use helps students to engage in learning, and
how this was observed in the classroom. The teacher was also asked to describe initial student
reactions to the extension lesson, and how these changed over the course of the 4 lessons. During
the interview, the teacher described how she identified student engagement in her classroom, and
if she felt that the extension lessons influenced student engagement by providing specific
examples.
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Online Discussion Forum
Access to a “members-only” online discussion forum, called a Playground, was available
to students who participated in the extension lessons. Two separate playgrounds were utilized
that were themed after student study units – the Taking Trash Extension Lesson Playground (3rd
grade) and the Inventure Extension Lesson Playground (4th & 5th grade). At the end of each
lesson, a prompt invited students to “Go to the Playground” by clicking on a link to Edmodo and
entering a unique join code. Students were only required to join once. This allowed the
researcher to segregate data and the provided an age appropriate forum for the students. The role
of the researcher was primarily passive within the discussion forum, and limited to posting a
weekly discussion prompt introducing an extension lesson topic for discussion. Students were
permitted to discuss their choice of any topic informally, but were also encouraged to discuss the
extension lessons. Data from the discussion forum posts was collected from October 19-
November 20, 2015. The purpose of collecting the data was to gather information on student
participation and student engagement.
Data Analysis
Because this is a mixed methods design, both qualitative and quantitative data was
analyzed to address the research questions. The Triangulation Design was used to obtain
different, but complimentary data on the same topic (Creswell, 2003).
Qualitative data was collected by analyzing open responses from the surveys, interview
transcripts, and discussion forums. Thematic analysis was used to encode qualitative
information, categorize data, and to identify patterns and common themes around specific items
in the data. Data driven codes were constructed inductively from the raw information gathered.
During the data reduction process, data was disregarded that did not specifically provide
evidence for the emerging themes that addressed the research questions. The codes were
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documented in a codebook, and patterns that emerged from the coded data were identified as
themes. The codebook was peer reviewed for consistency and validation.
Quantitative data from the surveys and discussion forum was entered into separate
spreadsheets for analysis. The survey data was organized by question. Discussion forum posts
were organized by type, owner, and date of posting. Data was cleaned by logic checks and spot-
checking to ensure errors such as duplicate entries, and incorrect dates were identified and
corrected prior to analysis. Descriptive statistics were used to describe student participation in
the extension lessons. Data was disaggregated by grade level to help identify patterns and
understand student participation. Discussion forum and survey data were analyzed using
percentage of responses, while scaled questions were evaluated using a mean to indicate overall
agreement with the given statements.
Ethical Considerations
All students were given background information about the study. They were told their
participation was voluntary and that it would not impact their grade in any way. The interview
participants gave consent for participation by signing an Informed Consent Form, which was
adapted for specific use in the study from examples retrieved from Boston University (Appendix
G). The parent of the student interviewed provided consent for her son to participate in the
interview, and the student gave verbal consent. No one was harmed during the course of the
study or forced to participate, and all data was kept confidential.
Summary
The study of gifted elementary students took place over 5 weeks, from October 19 -
November 20, 2015. A total of 162 gifted students in grades 3, 4, and 5 participated in a pre-
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study survey to gather baseline data prior to the introduction of the extension lessons. Students
participating in the study were given access to an online discussion forum, and prompted to
participate following each extension lesson. A total of 116 students participated in the online
discussion forum, and their responses were used to inform the research. A post-study survey was
administered to gather data regarding student experiences with the extension lessons. Two
interviews were conducted to help answer the research questions. Open response questions
included in the survey, as well as text segments from the interview transcripts were analyzed to
develop codes and themes that address the research questions. Quantitative and qualitative
elements of the data were analyzed, and data was collected concurrently.
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Chapter 4
RESULTS AND DISCUSSION
Results
Student Surveys
A pre-study Student Technology Use Survey was given to determine usage and attitudes
towards toward technology, as well as the likelihood of participation in extension lessons. A
total of 162 students were surveyed in grades 3, 4, and 5 (Figure 1). Of the students surveyed,
80% bring a device to school, 10% do not bring a device but would like to bring one, and 9% do
not bring a device (Figure 2.).
Figure 1. Survey Participants. Figure 2. BYOD Participation
Participants were asked if using a device influences their motivation to complete Target
Class Activities. Over half of the students, 53.8% indicated that they are more motivated to
complete activities when using a device, with 43.6% reporting their motivation was about the
same (M=2.51 out of 4) (Figure 3). When asked if their device helps them to engage in
learning, 52% of the students surveyed indicated that they are more engaged because their device
ONLINE EXTENSIONS AND GIFTED STUDENTS 22
supports collaboration, while 33.3% reported they are more engaged because their device lets
them learn at their own pace (Figure 4).
Figure 3. Device Use and Motivation Figure 4. Device and Engagement in Learning
Students were asked about their likelihood of participating in extension activities given
the several scenarios. If the activities are offered on a worksheet, 18.8% said they would
definitely participate (Figure 5). If activities are offered online, the number of students indicating
they would definitely participate jumped to 55.6% (Figure 6). Surprisingly, the percentage of
students indicating they would definitely participate in extension activities offered online with
the ability to participate in a discussion group decreased by 10% to 45.3% (Figure 7).
Figure 5. Extensions on a Worksheet Figure 6. Extensions Offered Online
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Figure 7. Extensions Online with Discussion Group
Following completion of the extension lessons, a post-study survey was conducted to
determine student participation. A majority of the students, 77.8%, participated in at least 1
lesson, and more than half of the students participated in 2-4 lessons (Figure 8).
Figure 8. Number of Lessons Students Participated In
Students rated the topics of the extension lessons they participated in (Table 2). The mean
scores indicate the average ratings were in the ‘Good’ to ‘Loved It!’ range. Students rated lesson
#2 Problem Solving the highest, with 66% of the students responding ‘Loved It!’ and 28%
responding ‘It was Good’ (M=2.60). Extension lesson #3 Critical Thinking was rated the second
ONLINE EXTENSIONS AND GIFTED STUDENTS 24
highest with 53% responding ‘Loved It!’ and 37% reporting ‘It Was Good’ (M=2.42). Lesson #4
Relationships & Connections was the least favorite.
Table 2
Rate the Extension Lessons
Extension Lesson Not My Favorite It Was Good Loved It! Mean
#1: Creativity & Divergent Thinking 11.71% 41.44% 46.85% 2.35
#2: Problem Solving 6.00% 28.00% 66.00% 2.60
#3: Critical Thinking 10.47% 37.21% 52.33% 2.42
#4: Relationships & Connections 17.31% 36.54% 46.15% 2.29
The students were asked how they felt about the extension lessons at different times,
which were ranked chronologically (Table 3). The percentage of students who said they would
‘definitely participate’ increased slightly from 38% (M=2.30) to 42% (M=2.35) when students
learned that the lessons included a discussion forum, and jumped to 60% following participation
in a discussion forum (M=2.51). Another significant increase occurred after students received a
badge. These results indicate that the discussion forum and badges were motivating factors for
students, moving them from the “might participate’ to ‘definitely participate.’ Receiving a badge
also moved students from ‘not likely to participate’ to ‘might participate’ and ‘would definitely
participate’ (M=2.70).
Table 3
Responses to Scaled Survey Items
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Survey Item
Not Likely to
Participate
I Might
Participate
Would Definitely
Participate Mean
When I first learned of the
extension lessons 8.15% 53.33% 38.52% 2.30
When I learned the lessons
included a discussion forum 8.45% 48.59% 42.96% 2.35
After participating in a discussion
forum 9.85% 29.55% 60.61% 2.51
When I received a badge 3.15% 24.41% 72.44% 2.70
Students were asked about factors that motivated them to participate in the extension
lessons (Table 4). Approximately half of the students indicated their motivation was intrinsic,
with 21% responding ‘I was curious about the topics’ and 30% ‘I am always looking for new
ways to learn.’ Students also noted extrinsic motivators, 10% chose “I wanted to impress my
teacher,’ 13% wanted to ‘participate in the discussion forum,’ and 16% of the respondents
‘enjoyed earning badges for each discussion.
Table 4
Responses to Question #5
What motivated you to participate in the extension lessons? % Students
I was curious about the topics. 21.92%
I am always looking for new ways to learn. 30.05%
I wanted to impress my teacher 10.34%
I wanted to participate in the discussion forum. 13.05%
I enjoyed earning badges for each discussion. 16.01%
I did not participate in the extension lessons, but might do so in the future. 6.40%
I am not interested in the extension lessons. 2.22%
To further explore attitudes about the extension lessons, students were asked to rate a
series of statements on a Likert scale to help identify motivating factors (Table 5). The students
ONLINE EXTENSIONS AND GIFTED STUDENTS 26
agreed or strongly agreed to the following statements, which were statistically significant: ‘the
topics were interesting to me.’ (M=3.34), ‘the lessons made me think about things in different
ways,’ (M=3.36), ‘I liked the discussion forum,” (M=3.25), ‘the lessons allow me to go beyond
what we learn in class,’ (M=3.39), and ‘the lessons help me to be more involved in my own
learning,’ (M=3.2). Overall, students disagreed with the statements ‘the lessons were too
difficult,’ (M=1.57) and ‘the lessons take up too much time,’ (M=1.78), and ‘I would like them
better if I received a grade,’ (M=2.0).
Table 5
Responses to Question 7
Rate the following statements about the
extension lessons: Strongly Disagree Disagree Agree Strongly Agree Mean
The topics were interesting to me 0.00% 5.34% 55.73% 38.93% 3.34
The lessons made me think about things in
different ways 0.00% 7.75% 48.84% 43.41% 3.36
I liked the online discussion forum 2.38% 11.90% 43.65% 42.06% 3.25
The lessons allow me to go beyond what we
learn in class 0.78% 7.03% 44.53% 47.66% 3.39
They took up too much time 42.31% 42.31% 10.77% 4.62% 1.78
I would like them better if received a grade 40.15% 30.30% 18.94% 10.61% 2
The lessons help me to be more involved in my
own learning 1.54% 12.31% 50.77% 35.38% 3.2
The lessons were too difficult 50.00% 44.53% 3.91% 1.56% 1.57
Students were asked if the extension lessons helped them to engage in learning more
(Table 6). Over half of the students, 57% of the respondents, indicated the lessons ‘helped me
study different topics and learn at a deeper level.’ A much smaller number of students, 15%,
ONLINE EXTENSIONS AND GIFTED STUDENTS 27
responded to the question choosing, ‘yes, I can learn by doing additional work’ and ‘yes, because
I enjoy the social interaction of the discussion forum.’
Table 6
Response to Question #8
Did participating in extension lessons help you to engage in learning more? % Students
No, I enjoy learning and readily engage in opportunities presented to me. 11.90%
Yes, I can learn by doing additional work. 15.08%
Yes, because I enjoy the social interaction of the discussion forum. 15.08%
Yes, the lessons helped me study different topics and learn at a deeper level. 57.94%
Interviews and Open Responses
Five themes emerged from the coding of the transcripts from the student interview
(Appendix F), teacher interview (Appendix G), and the student comments in the open response
question on the surveys (Appendix C). The themes include influence of technology, motivating
factors, perception of extension lessons, engaged behaviors, and student perceptions of learning
(Table 7). The themes described participant’s perspectives on participation in online extension
lessons, online discussions, and their influence on student engagement.
Table 7
Codebook
Code Definition Exemplary Quotes
Influence of
Technology
Perceptions of the ways the use of
technology may influence student
behaviors or attitudes towards learning.
“Technology helps me learn in a faster and more
modern way.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 28
Code Definition Exemplary Quotes
“I sometimes think it is kind of annoying that we have
to turn in everything online and it might not actually
work.”
“I think it makes a difference because they equate it to
playing games – less learning and more enjoyment.”
Motivating Factors Factors that influence students to
participate in learning activities.
“They (students) were very excited about getting on the
playground, and it was a huge initial motivating
factor.”
“It is more interesting to me if it ties into the learning
and is something totally fresh.”
“I liked the badges. If other people could see your
badges I would like them better.”
Perception of Extension
Lessons
Demonstration of student’s point of
view regarding extension lessons.
“The extensions where super fun and I loved the
discussion forum. It's a great experience and I love
everything about it. Over all I loved it.”
“It sounded like fun to do something different than
Target homework.”
“I think that the extension lessons were great! They
made me think more deeply about those topics and
how we can make the world a better place.”
“As they did more (lessons) they seemed to enjoy it for
the sake of learning…”
Engaged Behavior Student and teacher descriptions of how
they feel and act when they are or are
not engaged in learning.
“When I participate in something I am engaged in I
feel kind of sad that we have to leave, I want to do
more and keep on working.”
“As soon as they are logged in, they start right away.
They communicate with each other, and seem to work
better together when they are actively engaged. They
are usually smiling. They are excited.”
Student Perceptions of
Learning
Student perceptions of traditional
learning activities, time available to
dedicate to those activities, and what it
means to be a learner.
“They were thinking, “great, once my mom sees it
posted she is going to make me do this.” I think most
of them looked at it like it was just one more thing for
them to do.”
“The lessons are entertaining and fun, I enjoyed
learning about things we don't usually learn in school.”
“I love the part that you get to share cool facts with
your friends but sometimes I don't have enough time.”
The first theme in the codebook addresses the influence of technology. Because
extension lessons are delivered online, it was important to understand how technology influences
student participation. Student responses were primarily positive, with the teacher mentioning
ONLINE EXTENSIONS AND GIFTED STUDENTS 29
that students “equate it to playing games – less learning and more enjoyment.” Negative views of
technology were also noted, with a student stating, “I sometimes think it is kind of annoying that
we have to turn in everything online, and it might not actually work.”
The second theme that emerged was motivating factors for participation in the extension
lessons. Factors mentioned included Edmodo badges and the type of content in the lessons,
which a student mentioned is “interesting to me if it ties into the learning and is something
totally fresh.” According to the teacher, participation in the members-only playground “was a
huge initial motivating factor.” This helps to define the importance of the discussion forums in
student motivation to participate, while also defining other motivating factors.
The third theme concerned student perceptions of the extension lessons. Student feedback
was very positive regarding the lessons, and the teacher noted that student satisfaction seemed to
change over time, “As they did more (lessons) they seemed to enjoy it for the sake of
learning…” This theme also supports the research question but suggests how initial motivation to
participate might differ from sustained motivation over time.
The fourth theme that emerged was engaged behavior, defining how students feel and act
when they are engaged in learning. The teacher said that students want to “start right away” and
added, “They are usually smiling. They are excited.” The student interviewed said “When I
participate in something I am engaged in I feel kind of sad that we have to leave, I want to do
more and keep on working.” These perceptions help to define student engagement with learning
and support the research question.
The fifth and final theme to emerge was student perceptions of learning. This was an
unexpected theme that was defined as student perceptions of traditional learning activities, time
available to dedicate to those activities, and what it means to be a learner. As the iterations of the
ONLINE EXTENSIONS AND GIFTED STUDENTS 30
coding process were performed, it became clear that there were both positive and negative
perceptions of learning. The positive perceptions tended to cluster around the engaged behavior
theme, while the more negative perceptions were most closely associated with the word
“learning” and traditional learning activities such as homework, classwork and school. Activities
that were described as “fun” were not associated with learning. An example of this is a quote
from a student, “The lessons are entertaining and fun, I enjoyed learning about things we don't
usually learn in school.” Time constraints were also added to this category as they were
connected with quotes on homework and assignments. When recalling student reaction to the
launch of the extension lessons, the teacher said, “They were thinking, ‘great, once my mom sees
it posted, she is going to make me do this.’ I think most of them looked at it like it was just one
more thing for them to do.” This is related to some of the other themes and may require
additional questioning to more firmly define how this addresses the research question.
In summary, the themes that were identified help us to better understand student
experiences with the extension lessons and factors that influence student participation,
motivation, and engagement in learning.
Online Discussion Forum
Data from the online discussion forum was evaluated to address the research questions
and to better understand how the discussion forum related to student participation and
motivation. Of the 162 students that participated in the research study, 115 also participated in
posting on the Playground discussion board (Table 8). Of the 3rd grade students, 100%
participated in posting to the discussion board, with a mean of 3.21 (m=3.21) posts per student.
While the 4th and 5th grade students had a smaller percentage of discussion board participation,
ONLINE EXTENSIONS AND GIFTED STUDENTS 31
63.2%, these students participated more frequently in posting to the discussion board, with a
mean of 5.82 posts per student. The mean for all students was 5.25 posts per student.
Table 8
Discussion Board Participation
3rd Grade 4th & 5th Grade Total
Number of students posting 34 81 115
Mean # posts per student 3.21 5.82 5.25
Discussion board posts were analyzed by date to identify activity trends (Figure 9). A
total of 602 posts were analyzed from October 19-November 20, 2015. The number of posts for
3rd grade peaked at 44 on October 27, 2015. Concurrently, the number of posts for 4th & 5th
grade peaked at 100 on October 26, 2015. The time frame for the increase in activity is
correlated with the conclusion of the first week of extension lessons and the launch of extension
lesson 2.
Figure 9. Discussion Post Activity
ONLINE EXTENSIONS AND GIFTED STUDENTS 32
Finally, discussion board posts were categorized by type, based on the Collaborative
Learning Conversation Skills Taxonomy, which illustrates the conversation skills most often
exhibited during collaborative learning and problem solving (Soller, 2001). The taxonomy
breaks down learning conversation by skill type: Active Learning, Conversation, and Creative
Conflict. Within each skill type are subskills and attributes which enable the discussion posts to
be easily categorized (Table 9). The skills address the research question by providing a
connection between participation in online extension lessons, student online discussions, and
engagement in learning.
Table 9
Definitions for Collaborative Learning Conversation Skills and Subskills
Reproduced from Soller, A. (2001)
Discussion posts were printed, categorized, and entered into a spreadsheet for analysis
(Table 10). Of all student postings, 432 were categorized as containing Active Learning, and
contain subskills such as making a request, advancing the conversation by providing information,
or motivating others by providing positive feedback and reinforcement. These are most closely
ONLINE EXTENSIONS AND GIFTED STUDENTS 33
aligned with the behaviors exhibited during engaged learning activities. Conversation skills were
exhibited in 167 posts, and subskills include shifting the focus of the group, supporting group
cohesion, and acknowledging comments.
Table 10
Conversation Skills by Grade Level
Types of Posts 3rd Grade 4th & 5th Grade Total
Active Learning 94 338 432
Conversation 14 153 167
Conflict 1 4 5
A further analysis of the subskills reveals that the content of 3rd grade student’s posts had a
higher percentage of Active Learning subskills than those of 4th & 5th grade students (Figure 10).
4th and 5th grade postings in the Conversation area of Maintenance represented more than double
the percentage of postings by 3rd graders in the same subskill (Figure 11).
Figure 10. Active Learning Subskills.
ONLINE EXTENSIONS AND GIFTED STUDENTS 35
Discussion
This study analyzed the connection between the use of online curriculum extension
lessons, student online discussions, and engagement in learning among gifted elementary school
students. Quantitative and qualitative data was gathered to address the research questions and
determine level of participation in online extension lessons, motivating factors, and if
participation influences student engagement in learning.
The influence of technology is intertwined throughout the findings as it affects student
participation, motivation, and student perceptions of their engagement in learning. The majority
of students surveyed (80%) bring a device to school or would like to bring a device (10%). Over
half of the students (53%) feel that device use influences their motivation and 85% believe they
are more engaged in learning when using a device. The research revealed that students are more
likely to participate in extension lessons if they are offered online versus a worksheet. An
emerging hypotheses informed by the research may be related to how students view computer
related activities versus traditional learning activities. Students repeatedly described computer
activities as “fun” and compared them to “games.” Conversely students described traditional
learning activities as “work” and something that they “have to do.”
A majority of the students in the study participated in the extension lessons. 78% of
students participated in at least one lesson and 56% participated in 2-4 lessons. Overall, the
students rated the extension lesson topics positively, and rated the lesson on problem solving the
highest of all of the lessons. Students also mentioned lesson topics in survey open responses and
in the interview as being a factor for both initial and continued participation in the lessons.
ONLINE EXTENSIONS AND GIFTED STUDENTS 36
Students are motivated by a variety of factors to participate in the lessons. The data
suggest that access to the discussion forum was a significant initial motivating factor for students
to participate in the extension lessons. Of the 162 students who participated in the research study,
70% also took part in posting on the Playground discussion board, with a mean of 5.25 posts per
student. Posting activity spiked following the conclusion of the first week’s lesson and beginning
of the second week. The teacher and student interview also supported this finding. The research
identified other extrinsic motivational factors that influenced participation, including earning
Edmodo badges, and the content of the lessons, which should be ‘fun’ and different from
traditional activities such as homework and classwork typically associated with school. The
strengthening of behavior which results from reinforcement is known as 'conditioning'. BF
Skinner’s theories in operant conditioning suggested that a desired reinforcement makes a
response more probable or a behavior more frequent (Skinner, B.F., 1953). Using
reinforcements such as the badges, would be recommended to encourage and sustain student
motivation over time. Negative motivators were also cited in the research. Students mentioned
not having enough time to complete the lessons, which impacted participation, and students
appeared to be split on whether grades or extra credit should be offered as part the extension
lessons.
Student levels of engagement were measured by interviews, the content of discussion
forum posts, and survey responses. Over half of the students (57%) indicated the lessons helped
them learn at a deeper level, allow them to go beyond what is learned in class 92%, and help
them to be more involved in their own learning (86%). They described engaged behavior as
being excited about learning, focusing on the learning tasks, and not wanting to stop. The content
ONLINE EXTENSIONS AND GIFTED STUDENTS 37
of discussion board posts identified 72% of the postings as having students engaged in Active
Learning conversation skills.
Directions for Future Research
There were several things topics that emerged for further study following this research.
Positive and negative student perceptions of traditional learning activities should be explored to
define the perceptions, causes, and how they impact self-directed learning behaviors of gifted
students. Another area worth investigating is how time impacts student choices for participation
in extension activities. Finally, it would be beneficial to structure the online discussion activities
to be more aligned with research and data collection in future studies, perhaps utilizing the
medium for online focus groups.
ONLINE EXTENSIONS AND GIFTED STUDENTS 38
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ONLINE EXTENSIONS AND GIFTED STUDENTS 40
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ONLINE EXTENSIONS AND GIFTED STUDENTS 42
Appendix B
Student Extension Lessons Survey: Post-Study Survey
ONLINE EXTENSIONS AND GIFTED STUDENTS 44
Appendix C
Survey Open Response Codebook
Code Definition Exemplary Quotes
Influence of Technology Student perceptions of the ways the
use of technology may influence
their behaviors or attitudes towards
learning.
“Yes, I liked to see what other people
thought in their own way.”
“Well, I really enjoy doing BYOD in
Target because I get my grades faster.
Also, it tells me when I have not done an
assignment and when to complete it... All
in all, I enjoy doing BYOD and think it
helps me learn in a faster and more modern
way.
“I sometimes think it is kind of annoying
that we have to turn in everything online
and it might not actually work.”
Motivating Factors Factors that influence students to
participate in learning activities.
“I only did they first one because the
others were not that interesting to me.”
“I would really like if we got extra credit
by doing the extension lessons. They
would make me and probably other people
do the lessons more often.”
“The topics were interesting and they
helped me with my Inventure project.”
“I did not get any badges even though I did
it.”
Perception of Extension
Lessons
Demonstration of student’s point of
view regarding extension lessons.
“The extensions where super fun and I
loved the discussion forum. It's a great
experience and I love everything about it.
Over all I loved it.”
“I think that the extension lessons were
great! They made me think more deeply
about those topics and how we can make
the world a better place.”
Engaged Behavior Student descriptions of how they feel
and act when they are or are not
engaged in learning.
“I also think that these lessons were cool to
me because it was on topics that nobody
really thinks about. Like creativity and
strategies in Rock, Paper, Scissors. I loved
that part of it!”
“I thought the extension videos were pretty
cool and you get to learn in a fun way.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 45
Code Definition Exemplary Quotes
Student Perceptions of
Learning
Student perceptions of traditional
learning activities, time available to
dedicate to those activities, and what
it means to be a learner.
“The lessons are entertaining and fun, I
enjoyed learning about things we don't
usually learn in school.”
“I do not like extension activities in my
opinion because they take up too much
time and effort.”
“I didn't start my Target homework early
enough in the week to participate in the
extension lessons.”
“I love the part that you get to share cool
facts with your friends but sometimes I
don't have enough time.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 46
Appendix D
Student Interview - Question Set
Project: Online Extensions for Gifted Students
Time of Interview: 11:30 a.m.
Date: Friday, November 13, 2015
Location: Target classroom
Interviewer: Julia Varnedoe
Interviewee: Colin (alias), a 4th grade Target student
I am conducting research to determine the effects of online extension lessons on our gifted
students. The purpose of this interview is to get some information about your current attitudes
about the extension lessons. I will also be asking a few questions about how you work with
technology in the Target classroom. Your answers will only be used for the purposes of the
study, and your name will not be attached to your responses. This interview will take
approximately 15 minutes, and I will be taking notes during the discussion.
Questions:
1. Hi, Colin. Is it okay if I ask you a few questions about our extension lessons and how you
feel about them?
2. What made you decide to participate in the first extension lesson?
3. Does using technology make you more or less motivated to complete extension
activities? Why?
4. After you completed the first extension, what factors influenced you to do more
extensions? What made it different than regular classwork or homework?
5. What factors would influence you in selecting extension lessons in the future? Do you
think you are more inclined to do extensions in your homeroom, in Target, or both?
6. Did you participate in the “Playground” discussion forum? Do they influence your
opinions on participating in extension activities? Did you earn any badges?
7. When are you most engaged in learning in your homeroom class? When you are most
engaged in learning in Target class?
8. How do you know when you are engaged in learning? Does using a device a help you
engage in learning more? How?
ONLINE EXTENSIONS AND GIFTED STUDENTS 47
9. How does having the option of participating in extension activities make you feel about
yourself as a learner? Are these feelings positive or negative?
10. Is there a pay off or reward for doing the extension lessons?
Thank you for your participation in this interview. Your responses are confidential and will not
impact your grade in Target. Your honest responses are very helpful in my study of the effects
of extension lessons on gifted students.
ONLINE EXTENSIONS AND GIFTED STUDENTS 48
Appendix E
Teacher Interview - Question Set
Project: Online Extensions for Gifted Students
Time of Interview: 2:30 a.m.
Date: Friday, November 13, 2015
Location: Target classroom
Interviewer: Julia Varnedoe
Interviewee: Mrs. Jones (alias), a 3rd, 4th, & 5th grade Target teacher
I am conducting research to determine the effects of online extension lessons on our gifted
students. The purpose of this interview is to get some information about your current attitudes
about the extension lessons. Your answers will only be used for the purposes of the study, and
your name will not be attached to your responses. This interview will take approximately 15
minutes, and I will be taking notes during the discussion.
Questions:
1. Do your students bring devices to your classroom? How often?
2. Does using technology help your students to be more or less motivated to complete
learning activities?
3. Do you feel that using devices helps students to engage in their learning beyond what
they would do without using devices? In what ways?
4. What was the initial reaction by the students when the extension lessons were first
introduced?
5. What did you observe as the lessons continued each week?
6. What does student engagement look like in your classroom?
7. Do you feel the extension lessons influenced student engagement in learning?
Thank you for your feedback and participation in this interview. Your responses are confidential
and will be very helpful in my study of the effects of extension lessons on gifted students.
ONLINE EXTENSIONS AND GIFTED STUDENTS 49
Appendix F
Student Interview Codebook
Code Definition Exemplary Quotes
Influence of Technology Student perceptions of the ways the
use of technology may influence their
behaviors or attitudes towards
learning.
“I like the fact that is was on technology
and not just on paper. If it was a
worksheet I would probably be less
motivated to look at it or want to read it.
Because it is on the computer it seems
like it is less like work.”
“It was cool because you could actually
watch videos, read about it and see the
different things. You could also look up
anything you want.”
“…it’s fun to talk to other people that
were out of your Target class…”
“It is easier to look up something in
technology than it is in books. It helps
keep me going so I don’t get
interruptions.”
Motivating Factors Factors that influence students to
participate in learning activities.
“I’m not sure, probably the interesting
thing-ness about them [motivates me].”
“It is more interesting to me if it ties into
the learning and is something totally
fresh.”
“I liked the badges. If other people could
see your badges I would like them
better.”
Perception of Extension
Lessons
Demonstration of student’s point of
view regarding extension lessons.
It sounded like fun to do something
different than Target homework. Like
Target with a little something else.
After I finished the first lesson, I thought
that I really wanted to do a lot more. I
thought it was really cool.
“I like to do the extension lessons so I can
know a little more about whatever is on
there.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 50
Code Definition Exemplary Quotes
Engaged Behavior Student descriptions of how they feel
and act when they are or are not
engaged in learning.
“When I am reading I am really engaged.
It could be any book, and I usually like to
read on my own.”
“Usually I don’t really like math so when
a teacher says something about math I
start slouching and not pay attention and
not really want to do anything. I could
name that feeling frustration and just
saying I can’t do it and I don’t like it.”
“I am most engaged in Target. I really
like Inventure a lot, more than a lot of
things. It’s cool to get in your group and
try to figure out what to invent. It is a
challenge, and I like to solve the
problems.”
“I know I am engaged cuz anytime I start
it or the teacher is telling us about it I
really get excited cuz I really want do it. I
know I am engaged because I am thinking
more and focusing more…”
“When I participate in something I am
engaged in I feel kind of sad that we have
to leave, I want to do more and keep on
working.”
Student Perceptions of
Learning
Student perceptions of traditional
learning activities, the time needed to
complete those activities, and what it
means to be a learner.
“I’m probably more inclined to do them
[extension lessons] in Target. Sometimes
in homeroom some things can be a little,
uh, like not as fun as it is in Target.”
“I signed up for the Playground. I thought
it was fun to not really just have to talk
about Target or school, but a little of
other things too.”
“As a learner it makes me feel a little
smarter to know different things.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 51
Appendix G
Teacher Interview Codebook
Code Definition Exemplary Quotes
Influence of Technology Teacher perceptions of the ways the
use of technology may influence
student behaviors or attitudes towards
learning.
“Students are very much more motivated
when using technology. They are excited
to get started on assignments, and are
more likely to complete those
assignments. They just all around enjoy
them. They smile and they are excited.
You don’t hear so many complaints, “Oh,
I have to this.”
“They are more willing to elaborate and
put more thought into responses when
they know their work is published and
everyone else is seeing what they write. “
“I think it makes a difference because
they equate it to playing games – less
learning and more enjoyment. It is a
whole mindset.”
Motivating Factors Factors that influence students to
participate in learning activities.
“They were very excited about getting on
the playground, and it was a huge initial
motivating factor.”
“It was motivating because they were
exposed to things they normally do not
study in school.”
Perceptions of Extension
Lessons
Demonstration of student’s point of
view regarding extension lessons.
“I think they enjoyed the first one, and
many commented on how much fun it
was to complete.”
“They seemed relieved that it wasn’t
more “work” and were genuinely
surprised at how much they liked it.”
As they did more (lessons) they seemed
to enjoy it for the sake of learning versus
the extrinsic motivation of the
playground. Once they were pulled in
they really enjoyed doing it.
“I was surprised at how much the students
liked them.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 52
Code Definition Exemplary Quotes
Engaged Behavior Teacher descriptions of how students
behave when they are or are not
engaged in learning.
“As soon as they are logged in, they start
right away. They communicate with each
other, and seem to work better together
when they are actively engaged. They are
usually smiling. They are excited.”
“They are sad when we call for them to
pack up, and tell me they wish they had
more time. They don’t want to leave
class.”
Student Perceptions of
Learning
Student perceptions of traditional
learning activities, the time needed to
complete those activities, and what it
means to be a learner.
“Their initial impression was that is
wasn’t really an “option.” They were
thinking, “great, once my mom sees it
posted she is going to make me do this.”
I think most of them looked at it like it
was just one more thing for them to do.”
ONLINE EXTENSIONS AND GIFTED STUDENTS 53
Appendix H
Informed Consent Form
Information and Purpose: The interview that you are being asked to participate in, is a part of a
research study that is focused on examining the online extension lessons for gifted students. The
researcher is also interested in the factors that motivate students to participate and how
participation influences student engagement in learning. The purpose of this study is to
determine if online extension lessons are an effective way for gifted students to continue learning
beyond their resource service model in the elementary school setting.
Your Participation: Your participation in this study will consist of an interview lasting
approximately 30 minutes. You will be asked a series of questions about your experiences with
the use technology in your classroom and the extension lessons. You are not required to answer
the questions. You may pass on any question that makes you feel uncomfortable. At any time
you may notify the researcher that you would like to stop the interview and your participation in
the study. There is no penalty for discontinuing participation.
Benefits and Risks: The benefit of your participation is to contribute information regarding your
experience with and observations of student interaction with the extension lessons. This may
assist in the development of future lessons, which will allow gifted students to continue learning
beyond the school day. There are no risks associated with participating in the study.
Confidentiality: The interview will be tape-recorded; however, your name will not be recorded
on the tape. Your name and identifying information will not be associated with any part of the
written report of the research. All of your information and interview responses will be kept
confidential. Though direct quotes from you may be used in the paper, your name and other
identifying information will be kept anonymous.
By signing below I acknowledge that I have read and understand the above information. I am
aware that I can discontinue my participation in the study at any time.
Signature____________________________________________ Date_______________