Exploring the complexities of thesis writing in the distance mode: postgraduate students’ perspectives, challenges and strategies (2025)

Research design

This research uses a mixed methods approach with a convergent parallel design, which involves collecting and analyzing both quantitative and qualitative data simultaneously to provide a comprehensive understanding of postgraduate students’ thesis writing challenges and strategies. This design facilitates simultaneous collection and analysis of both data types, ensuring a comprehensive understanding of the research questions. The rationale for choosing a mixed methods approach is that the quantitative data provides a broader perspective on the experiences of UT postgraduate students through a questionnaire. In contrast, the qualitative data gathered through interviews explores the lived experiences to understand the rationale behind the quantitative findings (Creswell and Plano Clark, 2011).

Research participants

The study was designed to involve postgraduate students actively engaged in thesis-based programs at UT. A purposive sampling method was used to select participants currently enrolled in a postgraduate program at UT and actively engaged in writing their thesis. The participants were drawn from a wide range of seven distinct study programs in the Postgraduate School of UT to capture the varied academic landscapes and supervisory methodologies. For the quantitative phase of the study, data was collected from 146 participants through an online questionnaire using G-form.

Figure1 illustrates the distribution of respondents across the seven study programs within the Postgraduate School at UT. This visualization highlights the proportional representation of participants, providing an overview of the diversity in academic disciplines and supervisory practices. The figure also demonstrates the heterogeneity of the sample, which is essential for understanding the broader academic experiences of postgraduate students engaged in thesis writing. By showcasing the composition of respondents, the figure emphasizes the inclusiveness and representativeness of the quantitative phase of the study.

Following the quantitative data collection, the research delved deeper with a qualitative approach involving 16 students in semi-structured interviews. These participants were chosen based on their study program and the depth and variety of their survey responses, aiming to cover a broad spectrum of experiences, challenges and adaptive strategies. The semi-structured interviews were conducted face-to-face, facilitating an in-depth dialogue. This two-tiered methodological approach ensured a comprehensive and detailed exploration of the student’s academic journeys at UT.

Table1 provides a detailed breakdown of participants in the semi-structured interviews. The table categorizes participants by their study program and gender, offering a clear overview of the demographic and academic distribution of the interviewees. The total of 16 participants ensures the representativeness of both male and female students from across diverse fields of study. This stratified approach reinforces methodological rigour and supports the study’s aim to capture a wide range of perspectives on the challenges and strategies involved in thesis writing.

Research instruments

Two research instruments were employed, namely the questionnaire and the semi-structured interviews. These two instruments are presented and discussed below.

Data analysis

The quantitative data collected from the questionnaire was meticulously analyzed using Confirmatory Factor Analysis (CFA) to ensure a thorough examination of the various aspects of the study. The primary purpose of CFA in this context is to confirm whether the observed data fit a hypothesized measurement model based on the theoretical understanding of the constructs. On the qualitative front, the data gathered from the interviews was audio-recorded and transcribed verbatim to capture the detailed essence of each conversation. Thematic analysis was then conducted on these transcripts, allowing for the identification of recurring themes and patterns that painted a vivid picture of the participants’ experiences. The researcher engaged in a systematic coding process, categorizing the data into emergent themes that highlighted the various challenges, strategies employed and overall perceptions of the thesis writing process. This methodical approach to data analysis enriched the research findings, offering a deep, nuanced understanding of the academic journeys of the participants.

Self-discipline and time management

The data analysis provides valuable insights into the self-discipline and time management strategies employed by postgraduate students engaged in thesis writing. Table2 presents the factor loadings, standard errors, T-values and p-values for constructs related to self-discipline and time management among distance learning postgraduate students.

The statistical results highlight that goal setting, adherence to schedules, prioritization and self-regulation are critical for successful thesis completion. The high T-values and significant p-values (all <0.05) provide compelling evidence that these elements are not only correlated with but are significant predictors of the effective management of thesis writing tasks. For instance, goal setting, with a factor loading of 0.81 and a T-value of 27.00, is a critical predictor of successful thesis progression. Similarly, time management, as reflected in items such as adherence to schedules and effective prioritization (loading of 0.84 and T-value of 42.00), demonstrates a significant contribution to academic success. These quantitative findings underscore the importance of structured and self-regulated behaviors in distance learning environments, where students often have limited face-to-face interaction and direct oversight.

Moreover, qualitative responses further support the significance of self-discipline and time management. Respondents emphasized that while the autonomy inherent in distance education provides flexibility, it also necessitates a higher level of discipline to maintain progress. One participant noted, “I often have to manage my time independently, which, while allowing flexibility, also increases the challenge of staying on track without external prompts.” This sentiment resonates with the statistical data, highlighting that self-regulation and effective time management are essential for sustaining academic momentum in a distance learning context.

The findings also suggest that the challenge of balancing academic demands with external responsibilities, such as work and family obligations, exacerbates the difficulties students face in maintaining consistent progress. Many participants, especially those working full-time or managing family responsibilities, reported difficulty in allocating sufficient time for thesis work. As one participant said.

Dividing time between work, family, and studies is difficult and almost impossible. Often, I had to sacrifice my study time for family matters, which ultimately hindered my academic progress and made me feel depressed and unproductive.

These insights point to a critical issue: the conflict between academic and personal responsibilities often leads to compromises in one or more aspects of students' lives. This finding underscores the necessity of robust time management skills, which are not merely useful but critical for success in completing a thesis. The respondents voiced the need for more structured support from academic institutions, with one participant suggesting, “I hope there will be more support from the campus, such as time management workshops or scheduled mentoring sessions, regardless of the activities already in place.”

This feedback reveals that while flexible learning formats offer certain advantages, they also demand a level of self-management that many students find challenging without sufficient institutional support. Therefore, there is an urgent need for universities to provide tailored interventions that address these unique challenges. Recommendations include the development of time management workshops, mentoring sessions and the creation of a more interactive, supportive learning environment.

The role of educational institutions in fostering academic success through proactive support is also emphasized by these findings. Participants recommended the integration of time management applications, online collaboration platforms and progress monitoring tools to help students navigate their responsibilities more effectively. Additionally, skill-building programs such as workshops on self-management and time regulation techniques could empower students to overcome the common barriers they face in balancing academic and personal commitments.

It is important to note that the absence of adequate institutional support can significantly hinder students' ability to progress with their thesis work. This is particularly true for students at institutions like UT, where distance learning models limit opportunities for direct interaction and on-campus resources. Without appropriate intervention, postgraduate students in distance learning environments are at risk of significant delays in thesis completion, which can adversely affect both their academic performance and overall well-being.

In conclusion, the findings of this study highlight the dual nature of autonomy in distance learning: while it provides students with flexibility, it also requires them to exercise a high degree of self-discipline and time management. The significant role of goal setting, prioritization and self-regulation in thesis completion cannot be overstated. Furthermore, the challenges posed by external responsibilities underscore the need for universities to develop more structured, supportive interventions. By incorporating tailored strategies, such as workshops, mentoring and the use of technology, institutions can better assist students in overcoming these obstacles and ultimately enhance their academic success.

Access to resources and technology adaptation

The results provide significant insights into how postgraduate students’ access to academic resources and their adaptation to technology impact their thesis writing. As presented in Table3, access to academic resources, familiarity with digital tools and the availability of effective IT support are identified as critical factors influencing the successful adaptation to technology in thesis work.

The analysis reveals a high degree of student satisfaction with access to essential academic resources and digital tools. The consistently low p-values (all <0.05) demonstrate the statistical significance of these findings, emphasizing the crucial role that access to resources and technical proficiency play in the thesis-writing process. These results strongly suggest that enhancing the availability of training and technical support can significantly improve the overall research experience for postgraduate students.

Further corroborating these findings, qualitative data indicate that while distance education offers flexibility, it simultaneously creates significant barriers to academic engagement, particularly in terms of accessing resources and maintaining direct communication with supervisors and peers. Geographical and logistical constraints were frequently cited as obstacles, with one participant explained, “The distance from the regional office makes it difficult to meet academic staff and supervisors, leaving me feeling isolated.” This isolation reinforces the need for enhanced, personalized support systems to address the unique challenges faced by distance learners.

Moreover, while digital communication tools offer convenience, they often fall short of facilitating the depth and efficiency of face-to-face interactions. This study highlights the need for more advanced platforms that support real-time collaboration and specialized online tutoring. Despite the availability of digital resources, many students report underutilization, primarily due to insufficient outreach and the lack of effective socialization programs. This underutilization underscores the necessity for targeted interventions to ensure that students fully leverage the potential of these tools.

Technological challenges also remain a significant issue in distance learning environments. Variations in students' digital literacy levels hinder their ability to effectively use research tools and platforms. One participant noted, “Not all students have the same ability to use technology, which is a significant challenge.” To address these disparities, institutions must provide tailored training programs, incorporating advanced tools such as artificial intelligence to support thesis writing. Furthermore, the persistent issue of unreliable internet connectivity remains a substantial barrier, disrupting virtual mentoring, webinars and access to critical resources.

The compounded impact of limited interaction, technological inequalities and inconsistent internet access intensifies feelings of academic isolation and demotivation. As one student said, “I often feel alone and less motivated without direct support, especially for discussions with my supervisor.” These challenges underscore the importance of fostering a strong sense of community and support among distance learners. Initiatives such as peer mentoring, structured online study groups and dynamic discussion forums can help mitigate feelings of isolation and sustain student motivation.

Ultimately, the findings indicate a pressing need for universities to address these challenges by investing in robust digital infrastructure and inclusive support mechanisms. Educational institutions should prioritize the development of advanced digital libraries, expand access to academic journals, and offer comprehensive training to both students and staff on the optimal use of educational technology. By adopting these innovative strategies, institutions can create a more equitable and empowering learning environment, transforming distance education into a more effective and supportive experience for postgraduate students.

Feeling of isolation and lack of motivation

The impact of feelings of isolation and lack of motivation on thesis writing is shown in the CFA results in Table4.

The data from the Confirmatory Factor Analysis (CFA) reveal a strong and statistically significant relationship between feelings of isolation and lack of motivation and the students' experiences with thesis writing in a distance education environment. The factor loadings for each item, ranging from 0.72 to 0.85, indicate a robust relationship between these psychological factors and the students' academic challenges. The statistical significance (p-values <0.05) further underscores the critical role these feelings play in shaping students' academic progress and motivation.

The qualitative findings support the quantitative results, highlighting how isolation in distance education settings significantly inhibits academic progress among postgraduate students. Many respondents reported feeling disconnected from their academic community, a sentiment that reflects the limited social interaction characteristic of traditional in-person educational settings. This isolation, coupled with the absence of direct peer interactions, was perceived as a key barrier to sustained academic motivation and engagement.

I feel lonely and disconnected from the academic environment. There are no friends to discuss in person. The isolation faced by UT postgraduate students significantly inhibits their academic progress … feel disconnected from the academic community, which reduces opportunities for the rich exchange of ideas.

An important finding of this study is the diverse perspectives among students on the impact of isolation. Some students reported that the lack of a structured campus environment and physical interactions significantly hindered their motivation, making it difficult to engage in sustained, intensive research. In contrast, others suggested that isolation allowed them more focused time to work independently, though they still faced challenges in staying motivated without regular feedback and peer interaction.

These responses suggest that the challenges of distance education can erode students' confidence, particularly as they lack immediate validation and constructive feedback from peers and lecturers. This lack of engagement undermines students' ability to navigate the demanding process of research and academic writing, highlighting the essential role of a supportive academic community in fostering motivation, resilience and a sense of academic belonging.

Supervisory interaction and feedback

The impact of supervisory interaction and feedback on thesis writing is a critical aspect of postgraduate students' academic experiences. Table5 presents the results from the Confirmatory Factor Analysis (CFA) on supervisory interaction and feedback.

The CFA results indicate a strong consensus among respondents regarding the quality of supervisory interaction and feedback in a distance learning environment. All items exhibit high factor loadings, suggesting that timely feedback, regular interactions and a supportive supervisory relationship are essential components of postgraduate thesis success. The factor loadings range from 0.71 to 0.90, with p-values indicating statistical significance (all <0.05). These results underscore the importance of effective communication and support from supervisors for academic progression in distance learning settings.

One of the key findings of this study is that the dynamics of thesis guidance in distance education are influenced by the fluctuating nature of interactions between students and supervisors, often affected by geographical constraints, technological limitations and issues with Internet access. These barriers often hinder effective communication, reducing both the frequency and quality of feedback, which are crucial for iterative thesis revisions. As one participant noted, “I once had an experience where I had to wait a long time to get feedback from my supervisor. This delay disrupted my workflow and hindered my thesis progress,” reflecting how delays in feedback can undermine students' momentum and motivation, leading to potential setbacks in thesis completion.

Additionally, the reduced face-to-face interaction inherent in distance education amplifies challenges in establishing strong mentor-mentee relationships. Virtual communication, while necessary, often fails to capture the nuances and complexities of academic discussions, making it harder for students to clarify doubts and receive detailed guidance. An important finding is that reliance on technological infrastructure for feedback can significantly limit opportunities for immediate clarification, which is critical for meaningful academic progress. Although video conferencing tools can mitigate some of these challenges by preserving non-verbal cues, the absence of in-person interactions diminishes the opportunity to foster deep, enriching academic relationships that are instrumental in enhancing learning experiences.

Obstacles in online tutoring are further compounded by difficulties in finding mutually available times for communication between students and supervisors, as well as by poor internet connectivity, which can disrupt the flow of academic discussions and reduce the effectiveness of guidance. Although online platforms offer an adequate medium for communication, students often report that key details are lost during virtual consultations. Following are the quotes that represent what the participants perceive.

Challenges in online supervision include difficulty in scheduling mutually convenient times for communication between students and supervisors. In addition, poor internet network quality often hampers communication, making academic discussions less effective and reducing the quality of guidance received.

Although communication through online platforms is quite adequate, students often feel that there are important things that are not conveyed well in virtual consultations. Nuances and details that can normally be explained directly are often lost, reducing the effectiveness of guidance.

The study also highlights the psychological and academic challenges faced by postgraduate students in distance learning environments. These include feelings of frustration, uncertainty and diminished motivation due to delayed feedback and ineffective communication. Moreover, the lack of personal interaction contributes to a sense of isolation and disengagement, further hindering students’ academic progress. These findings underscore the critical need for universities to invest in improving technological infrastructure and establishing clear communication protocols that ensure timely and constructive feedback.