Informing parents of gifted students through open and distance education

In this thesis, it is discussed how to inform the parents of gifted students about the development of their children through open and distance education. In this research, the theoretical infrastructure of the study was created in line with the "andragogy" theory and "transactional" distance theories. This study was designed with a case study from qualitative research approaches. A theoretical matrix was created in the focus of "andragogy" theory and "transactional" distance theories, which constitute the theoretical infrastructure of the research, and open-ended questions were obtained from this matrix. Semi-structured interviews were conducted with nine parents of gifted students whose students attend the Science and Art Center. The answers obtained within the scope of the research were analyzed with the help of MAXQDA program, and as a result, seven main themes and sub-themes related to these main themes were reached. In line with the opinions of the parents of gifted students, their views on how parents will be interested in parent information meetings to be given through open and distance education and how an effective bond can be established were reached. The data obtained were interpreted based on current sources. As a result of this study, the information services provided to the parents of gifted students through open and distance education were found positive by the parents of gifted students. The parents considered it valuable to take an active role by contributing to the online meetings within their knowledge and experience and stated that it is important to organize online meetings in a planned manner. Suggestions are presented in line with the results obtained.