Communication of Gifted Students with Teachers at the Stage of Initial Education During Crisis Remote Education from the Perspective of Parents’ Survey Results
Communication of Gifted Students with Teachers at the Stage of Initial Education During Crisis Remote Education from the Perspective of Parents’ Survey Results

Summary/Abstract: The introduction of remote education during social isolation caused by the Coronaviruspandemic changed the way communication takes place during the learning process. Thisarticle describes the results of a survey conducted among parents of gifted pupils aged7–11. Parents (N = 712) completed an electronic questionnaire containing open and closedquestions. The research aimed to analyze the process of communication between a giftedstudent and a teacher in distance education during the pandemic. The study examinedthe possibilities, conditions, and forms of communication as well as how parents perceiveand assess the communication process. The results show that only 26.4% of students havecomfortable conditions for communicating in distance learning. The activity of students,contact with teachers and peer relations have deteriorated significantly in relation to tradi-tional education. There was no indication of any systemic support for gifted students, norany attempts to improve the process of communication between students and teachers.

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