Students’ autonomy on distance learning through the lens of Transactional Distance Learning Theory: A basis for an intervention plan

Abstract

This qualitative research study explored students' autonomy in distance learning through the lens of transactional distance learning theory, focusing on challenges and coping mechanisms across learner-learner, learner-teacher, and learner-content interactions. In learner-learner interactions, the themes derived were collaborative work avoidance and group dynamics issues, mitigated by proactive coordination and empowered communication. On the other hand, in the learner-teacher exchanges, the themes identified were communication barriers, unclear instructions, and lack of engagement, countered by diverse communication channels, self-directed learning strategies, and a balance of interpersonal support and professional guidance. For learner-content interactions, themes of complexities of reading materials and limited collaborative activities were addressed through effective time management and diverse study techniques. By thoroughly analyzing the challenges and coping mechanisms with supported theories, the proposed intervention plan emphasized collaborative projects, peer review, role rotation, and individual reflections for learner-learner; clear communication, guidance, and interactive engagement strategies for learnerteacher;
and virtual discussions and scaffolded learning materials for learner-content. By addressing these challenges and reinforcing coping mechanisms, the study advocated for a learning environment that nurtured autonomy and cultivated students' ability to thrive independently.