Learner Autonomy, Collaboration, and Identity in Open and Distance Education: Extended Interview Dataset
Description
This dataset contains anonymised, extended interview transcripts collected as part of a qualitative case study examining learner autonomy, networked collaboration, critical dialogue, and digital identity in open and distance education. The data were generated through semi-structured interviews with 22 adult learners from diverse academic and professional backgrounds, including journalism, public administration, communication studies, language education, social sciences, and creative industries. The dataset presents rich, narrative-style responses that reflect learners’ experiences with self-directed learning practices, peer collaboration, subversive engagement, and community-based identity construction. Each participant file includes detailed accounts of learning motivations, strategies of autonomy, experiences with digital platforms, perceptions of authority in educational environments, and reflections on belonging within online communities. These extended narratives support thematic, inductive, or deductive qualitative analysis and can be used for coding at multiple levels (open, axial, and selective). All data have been fully anonymised. No identifiable personal information is included beyond the demographic characteristics listed in the manuscript (degree field, gender identity, and profession). Ethical approval for data collection was granted by Gebze Technical University Social Sciences and Humanities Ethics Committee (Protocol No: 2025/11-06). Participants provided informed consent for anonymised data use in academic publications. This dataset may be used for research on open education, critical pedagogy, learner agency, digital communities, and subcultural or DIY-inspired learning practices.
Files
Steps to reproduce
To reproduce the analytical process reported in the study, researchers may follow the steps outlined below: Download the dataset Obtain the anonymised interview files included in this dataset. Each participant has an individual document containing extended narrative responses based on the semi-structured interview guide. Familiarisation with the data Read all interview files in full to gain an initial understanding of learners’ experiences with autonomy, collaboration, critical dialogue, and digital belonging in open and distance education. Note preliminary ideas or recurring patterns. Apply the coding framework Use open coding to label meaningful segments related to the study’s four conceptual areas: Autonomy and alternative learning practices Networked collaboration and rhizomatic knowledge-building Critical engagement and challenges to authority Identity formation, affect, and digital belonging Coding may be conducted manually or using qualitative analysis software such as NVivo, MAXQDA, or Atlas.ti. Develop subthemes and themes Group initial codes into subthemes through constant comparison. Iteratively combine subthemes into broader themes that reflect learners’ situated practices and emergent patterns in the dataset. Cross-reference with demographic attributes Examine whether patterns vary across degree fields, gender identities, or professional backgrounds. This supports transferability and clarifies contextual influences on learner experience. Interpret themes in relation to the research questions Align each theme with the four research questions. Themes may map onto questions as follows: autonomy (RQ1), collaboration (RQ2), critical engagement (RQ3), and identity/belonging (RQ4). Compare findings with existing literature Situate the themes within established scholarship on open education, DIY practices, rhizomatic learning, critical pedagogy, and digital learning communities. Document analytic decisions Maintain an audit trail describing: Coding choices Theme development Reflexive notes Any software settings used This ensures analytic transparency and reproducibility. Report findings Present themes with illustrative excerpts from the anonymised transcripts, following ethical guidelines and the citation conventions of the intended publication venue.
Institutions
- Gebze Teknik Universitesi