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This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor. |
