EXAMINING THE PSYCHOSOCIAL AFFORDANCES OF ONLINE LEARNING: PERCEPTIONS OF GIFTED ADOLESCENTS AND THEIR TEACHERS

Abstract

This thesis investigated the psychosocial affordances of online learning as perceived by gifted adolescents, teachers, and counsellors across six gifted high schools in Saudi Arabia. Research on educational technology for gifted students is limited, especially in fostering psychosocial development through online learning. Gifted adolescents, diverse in social competence and psychosocial needs, often struggle with poor self-concept and social adjustment during adolescence. Drawing on Erikson’s (1963) Theory of Psychosocial Development and Gibson’s (1966, 1977, 1979) Affordance Theory as a framework, this study attempted to fill this gap by examining how online learning environments address the psychosocial needs of gifted students and evaluated their impact on psychosocial development. The study employed dataset triangulation, using quantitative analysis of strength-based survey results and qualitative assessment of participant attitudes, opinions, and behaviours, organising survey and interview data into thematic clusters.

Data collected from 300 gifted students, ten gifted teachers, and six school counsellors revealed that online learning enhanced creativity and academic quality for gifted students. Technology was viewed as essential for self-directed learning and career readiness. However, opinions varied regarding its efficacy in addressing psychological needs and building community. Teachers prioritised learner-centred approaches and recognised their evolving role as facilitators in online environments yet exhibited varying levels of digital expertise. Educators expressed a favourable attitude towards digital tools for academic purposes, highlighting their potential to optimise the learning experience and address students’ psychological well-being. Qualitative data highlighted educators’ multifaceted role in fostering effective communication, creating positive learning environments, and supporting academic skill development. Overall, this study informs stakeholders about the value of psychosocial affordances in online learning environments.