EXPLORING STUDENTS’ CHALLENGES AND LEARNING STRATEGIES IN ONLINE TUTORIALS FOR ACADEMIC WRITING COURSES

Abstract

Online tutorials have become a core component of distance learning, particularly in academic writing courses, where the development of scholarly communication skills is crucial. This study explores the challenges experienced by distance learners and the learning strategies they adopt when engaging with online tutorials for academic writing. Using a qualitative descriptive approach, data were gathered from 30 undergraduate students enrolled in a distance education program through open-ended questionnaires and in-depth interviews. The findings reveal several recurring challenges, including limited internet access, time management issues, reduced tutor interaction, and difficulties in understanding academic conventions independently. In response, students employed adaptive learning strategies such as self-scheduled study plans, peer collaboration in online groups, use of digital writing tools, and independent access to supplementary learning materials. The study highlights the importance of interactive tutorial design, active tutor engagement, and enhanced learner support mechanisms in fostering effective academic writing skills in an online, distance learning context.