This paper presents research in progress on the use of a social educational network, set up by the University of Warwick for young people across the world identified as gifted. This network, namely IGGY, was created with the aim of nurturing the gifted through enrichment material and opportunities for online interaction.
The use of online networks is one means to address support for gifted students. Key gains of participation include wider opportunities for collaborative work and peer interaction in addition to personalised routes through enhancement material, with such material accessible anytime and anywhere. Social networking environments are particularly valuable for gifted students as they may help provide both challenge and belonging in a community of peers. However, research concerning their use by gifted students is limited. This study adds to the literature in that it aims to explore the blending of giftedness and online networks.
Our research has aimed at understanding the experience of IGGY members. In one strand of the research we carried out in depth interviews with ten students as well as investigated messages and other sources of participation data. We examined the reasons why students used the network, how they used it and the factors that either facilitated or constrained their involvement.
Key findings that emerged indicated that IGGY members utilised the network for a variety of reasons, among which learning, a sense of “belonging” to a community of like-minded people and communication were key. Their level of participation was affected by multiple factors and varied across time but at root social presence, time and ease of use seemed to be among the most influential facilitators.
To summarise, these research findings suggest that this kind of international online network has the potential to cater for the differing academic and affective needs of gifted students.