Autonomy versus Care: Adult Learners Respond to the Provision of Affective Support in an Online Setting

Abstract

The purpose of this study is to determine whether adult distance learning students place value on being provided with affective support during their studies, or whether their need to manage their own learning experience perhaps supersedes their reliance 
on such support mechanisms. The literature suggests that while there is a measure of appreciation for affective support in an online setting, adult learners tend to favour support of a more generic nature that allows them to navigate the day-to-day demands of an online learning environment. Drawing from the literature, a conceptual framework for supporting adult learners was devised and is elaborated on in this study. Using a qualitative case study approach and an interpretivist paradigm, 23 adult online learners enrolled with a private higher education institution in South Africa were invited to share their ideas and experiences of a role known as a Programme Success Tutor (PST), whose sole focus is the provision of affective support for its online students. Using the thematic analysis model of Braun and Clarke, the study revealed that while these adult learners acknowledged the PST presence in a positive light, they placed significantly more importance on their autonomy and the ability to selfmanage their learning journey—only seeking support of a more generic nature as and when required. These findings led to a recommendation to replace the current PST designation with one more suited to the needs of the adult learner in an online setting.