Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform
Abstract
Massive Open Online Course (MOOC) gained prominence as an alternative teaching and learning platform for many educators embarking on developing university courses online. In Malaysia, the initiative at lower secondary school was quite recent and not many teachers were willing to invest the time and effort to develop the MOOC courses. This study examined the secondary school gifted students’ experience in learning a language subject using a new online course in a MOOC platform. All students from the lower secondary levels of a gifted education institution enrolled in the English subject MOOC and their engagements and experiences were recorded in their journal and classroom discussions. Their text and verbal responses were analysed and reported to better understand the various issues and challenges that they had encountered. Students accredited certain positive aspects of MOOC and they found it to be useful, flexible and engaging. More than 80 per cent relished the social meeting elements such as like, comment and share. The contents and activities helped them learn and practise the English language. The study outcomes disclosed the use of MOOC as a social learning platform that offers engaging learning. The online teaching and learning process could benefit from the social media features found in MOOC which are motivating to the gifted students. For educators, this platform offers useful alternatives and strategies to develop their teaching contents online and utilise it as an enrichment programme in the gifted and talented education institution.
Keywords
Full Text:
PDFReferences
Pillars of Social Learning Design. (2020). OpenLearning white paper.
Bakar, A.Y.A. (2017). Developing Gifted and Talented Education Program: The Malaysian Experience. Creative Education, 8, 1-11. http://dx.doi.org/10.4236/ce.2017.81001
Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), 808-821.
Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19, 502–530.
Brigandi, C. B. (2019). Fidelity of Implementation for an Evidence-Based Enrichment Practice. Journal of Advanced Academics, 30(3), 268–297. https://doi.org/10.1177/1932202X19862686
Ellsworth, A. (2018). Assistive technology for gifted and talented students. Retrieved from https://study.com/ academy/lesson/assistive-technology-for-gifted-talented-students.html
Gagne, F. (2005). From gifts to talents: the DMGT as a developmental model. In Sternberg & Davidson 2005, 98–119.
Gagné, F. (2015). Academic talent development programs: a best practices model. Asia Pacific Education Review, 16. 10.1007/s12564-015-9366-9.
Hammouri, K. (2020). The Effectiveness of a Biotechnology Enrichment Training Program in Improving Gifted Students’ Reflective Thinking Skills and Academic Achievement. Humanities and Management Sciences-Scientific Journal of King Faisal University. https://doi.org/10.37575/h/edu/2189
Hertberg-Davis, H. L., & Callahan, C. M. (2013). Introduction. In H. L. Hertberg-Davis & C. M. Callahan (Eds.), Fundamentals of Gifted Education (pp. 1–10). New York, NY: Routledge.
Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology in the Schools, 49(7), 706-715. doi: 10.1002/pits.21629
Jelinek, K. R. (2013). A produção do sujeito de altas habilidades: os jogos de poder- linguagem nas práticas de seleção e enriquecimento educativo. Tese de Doutorado, Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre. In Rambo & Fernandes, 2019, p. 131.
Jiyoon Yoon, Kyoung Jin Kim, & Katie Koo. (2020). Enrichment program for the ethnic minority of gifted and talented students in science and engineering, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2020.1714092
Mady, M. A., & Baadel, S. (2020). Technology- Enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid. Journal of Information & Knowledge Management, 19(01), 2040007. doi:10.1142/S0219649220400079.
Kamis, M.S., Alias, M.N., Lubis, M.A., Mikeng, D., Abidin, S.G.Z., Ismail, M.J., & Yusof, R. (2021). Learning Arabic using telegram in the laptop: The language learning style of Malaysian gifted learners. Journal of Language and Linguistic Studies, 17(1), 591-599. Doi: 10.52462/jlls.40
Kulik, J. A., & Kulik, C. L. C. (1992). Meta-analytic Findings on Grouping Programs. Gifted Child Quarterly, 36(2), 73–77. https://doi.org/10.1177/001698629203600204.
Loveless, T., Farkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB. Washington, DC: Thomas B. Fordham Institute.
Olenchak, F. R., & Renzulli, J. S. (1989). The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change. Gifted Child Quarterly, 33, 36-46. https://doi.org/10.1177/001698628903300106
Olszewski-Kubilius, P. & Lee. S. (2004). Gifted adolescents’ talent development through distance learning. Journal of Educational Gift, 28, 7–35. https://doi.org/10.1080/02783190409554261
Pfeiffer, SI., Shaunessy-Dedrick E, Foley-Nicpon, M., eds. (2018). APA Handbook of Giftedness and Talent. Washington, DC: Am. Psychol. Assoc.
Periathiruvadi, Sita., & Rinn, Anne N. (2012). Technology in Gifted Education: A Review of Best Practices and Empirical Research. Journal of Research on Technology in Education; Winter 2012/2013, 45(2), ProQuest Central pg. 153.
Rambo, M. C. D., & Fernandes, S. H. A. A. (2019). Proposal of enrichment activities for students with indicative of high skills/giftedness in Mathematics. Acta Scientiae, 21(5), 128–144. https://doi.org/10.17648/acta.scientiae.4959
Reis, S. (2007). No child left bored. School Administrator, 64(2), 22–26.
Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3-54.
Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli J. S., and Reis, S. M. (2012). A virtual learning application of the school wide enrichment model and high-end learning theory. Gifted Education International, 28(1), 19–40.
Rotigel, J., & Fello, S. (2004). Mathematically gifted students: How can we meet their needs? Gifted Child Today, 27(4), 46–65.
Sak, U., & Ayas, B. (2020). EPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students. Gifted Education International, 36(2), 154–169. https://doi.org/10.1177/0261429420917879
Sosas, R.V. (2021). Technology in teaching speaking and its effects to students learning English. Journal of Language and Linguistic Studies, 17(2), 958-970. Doi: 10.52462/jlls.66
Stambaugh, T., & Pierce, J. (2019). Assistive Technology and the Gifted Learner. In Encyclopedia of Education and Information Technologies (pp. 1–5). Springer International Publishing. Doi: 10.1007/978-3-319-60013-0_150-1
Sternberg, RJ., Davidson, JE., eds. (2005). Conceptions of Giftedness. Cambridge, UK: Cambridge University Press. 2nd ed.
Taber, Keith. (2020). Enriching School Science for The Gifted Learner. Gatsby Science Enhancement Programme. Cambridge, UK.
Tan, L. S., Ponnusamy, L. D., Lee, S. S., Koh, E., Koh, L., Tan, J. Y., … Chia, T. T. S. A. (2020). Intricacies of designing and implementing enrichment programs for high-ability students. Gifted Education International, 36(2), 130–153. https://doi.org/10.1177/0261429420917469
VanTassel-Baska, J. (1992). Planning effective curriculum for gifted learners. Denver, CO: Love.
VanTassel-Baska, J. (2003). Curriculum Planning and Instructional Design for Gifted Learners. Denver, CO: Love Publishing.
VanTassel-Baska, J., & Brown, E. F. (2009). An analysis of gifted education curriculum models. Methods and materials for teaching the gifted, 75-106.
Wallace, P. (2009). Distance learning for gifted students: outcomes for elementary, middle, and high school aged students. Journal of Educational Gift, 32, 295–320.
Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual review of psychology, 70, 551-576.
Yaacob, Z. and Saad, N. H. M. (2020). Acceptance of YouTube as a Learning Platform during the Covid-19 Pandemic: The Moderating Effect of Subscription Status. Technology, Educatıon, Management, Informatıcs, 9(4), 1732-1739. doi: 10.18421/TEM94-54
Yu, H. P., & Jen, E. (2020). Integrating Nanotechnology in the Science Curriculum for Elementary High-Ability Students in Taiwan: Evidenced-Based Lessons. Roeper Review, 42(1), 38–48. doi: 10.1080/02783193.2019.1690078
Zhou, Q., Lee, C. S., Sin, S. C. J., Lin, S., Hu, H., & Ismail, M. F. F. B. (2020). Understanding the use of YouTube as a learning resource: a social cognitive perspective. Aslib Journal of Information Management. doi: 10.1108/AJIM-10-2019-0290.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies