NAVIGATING THESIS WRITING IN DISTANCE LEARNING: PERSPECTIVES, CHALLENGES, AND INSTITUTIONAL STRATEGIES

Abstract

Thesis writing represents a pivotal academic milestone, embodying postgraduate students’ ability to synthesize complex ideas, conduct rigorous research, and contribute novel insights to their fields. However, in the context of distance education, this process is fraught with unique challenges. This study explores the experiences of postgraduate students at Universitas Terbuka (UT) navigating thesis writing in a distance learning environment, focusing on their perspectives, challenges, and adaptive strategies. Employing a mixed-methods approach with a convergent parallel design, the research integrates quantitative data from 146 online questionnaire responses and qualitative insights from semi-structured interviews with 16 students across seven study programs. Key findings reveal that self-discipline and time management emerge as critical predictors of success, yet many students struggle to maintain consistent progress due to competing personal and professional responsibilities. Access to academic resources and digital tools significantly impacts students’ research efficacy, with barriers such as geographical constraints and limited technological proficiency further compounding difficulties. Feelings of isolation and diminished motivation underscore the need for robust support systems, including virtual peer groups and regular, constructive feedback from supervisors. The findings also highlight the crucial role of tailored institutional interventions, such as time management workshops, mentoring sessions, and advanced digital platforms, in mitigating these challenges. This study offers actionable recommendations for enhancing thesis writing support in distance learning contexts. By addressing identified gaps in resource accessibility, supervisory interaction, and community building, educational institutions can foster more inclusive, engaging, and successful academic experiences for distance learners. These insights contribute to the broader discourse on distance education and postgraduate research, providing a foundation for policy enhancements and future investigations into the evolving dynamics of higher education.