This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.

The purpose of the study was to describe and understand how twelve participants in distance education reflected upon their learning of computer technology that was intended to enrich classroom teaching. The way in which the participants implemented the technology in their classrooms was also examined. The computer technology (QuizEditor JS, WebQuest Generator) was delivered to the participants via two different media: online and two-way audio video conferencing.Evidence was gathered from the participants' naturalistic settings such as the schools where they taught. Interviews, observations, and questionnaires were used to gather evidence. Interview transcripts and written classroom observations became the primary sources of evidence for analysis.Four categories of distance learners emerged from the study: the illiterates, the mentees, the context-bound, and the mentors. The illiterates were participants who viewed themselves as illiterates. They put little effort in understanding the many possibilities that computer technology could offer to them. The mentees were participants who frequently requested help from their mentors before mastering the software and integrating it into their instruction. The context-bound were participants who were salient in their internal or external context. The uniqueness of and the emphasis on the context in which participants operated characterized the context-bound. The mentors were participants who effectively applied the software into their professional activities, and were willing to assist others.The researcher used three perspectives to explore differences among categories of participants in their learning of computer technology: as continuum, as a web, and holistically. Using a distance education design model that emerged, the researcher recommended five steps for a successful distance education course offering. An implication for practice was an implementation of the five steps design of distance education.A suggestion for further research included a systematic development of categories of distance learners and their test of validity. Further examination of the culture surrounding the implementation of distance education could challenge educators to reexamine the assumptions surrounding technology and adult education not only with respect to the individual and his or her circumstances, but also with respect to race, gender, national origin, and ethnicity to broaden the scope of adult education. / Department of Educational Leadership

This current study explored the reading strategies that emerged through the case studies of five sixth-grade students as they read Internet websites. Data was collected from student surveys, field notes, and transcripts of three separate Internet sessions that required participants to think aloud about the reading process as they explored web sites to answer questions. Despite the varying reading abilities of the subjects, upper elementary children use traditional as well as additional reading strategies when they read online articles. Using grounded theory, four reading strategy themes emerged consistently from three different reading sessions: determining importance (DI), matching skills (MS), monitoring understanding (MU), and navigating (N). Through this study, the researcher hoped to provide another snapshot of how the typical students in the upper elementary might read Internet resources which would ultimately allow classroom teachers to focus on the development of those strategies. / Department of Elementary Education

The purpose of the present study was to investigate the interactional practices of Foreign language learners in an online Distance Education course. Additionally, this study sought to investigate whether a relationship exists between participant interaction and course completion and linguistic learning outcomes. The dissertation tracked the practices of 43 participants. The data of the study included log reports from the course website that gave detailed information as to what tasks each participant completed on the course website. These log reports were then coded and analyzed to provide insight to the overall number of tasks students completed, the partner with which they were interacting, the purpose of their tasks, the collaborative nature of their tasks and the media types participants preferred. The purpose of this study is two-fold. The first goal is descriptive: to gain an indepth understanding of how learners spend their time in an online course to better understand how they use online materials and opportunities for communication to learn a language. There is little known about actual student practices in DE as the majority of research conducted relies on self-assessment measures or assumptions. Many researchers believe that communication is vital for both FL learning and DE learning. However, some of the most recent studies on interaction have questioned whether more communication and interaction in DE is necessarily better, revealing that certain interactions are possibly more effective than others. To test this assumption, this study employed an inferential design to investigate the relationship of tasks in the online learning environment to course completion and learner outcomes. The results of this research found three variables were significant predictors of both course completion and linguistic outcomes: total tasks completed, total assignments completed and language tasks. Additionally, foreign language, collaborative and asynchronous tasks also correlated to course completion and individual tasks to linguistic outcomes. Further discussion of the research findings, along with a host of recommendations for further research in this field is presented for consideration. / text