Resistance to change and transformational learning in distance education



Researchers argue that experiential learning is related to the teaching that leads students to self-directed learning, aiming at their autonomy and emancipation. In this direction, some teaching models have been developed which can contribute positively to the cultivation of self-directed learning skills and to distance education programs. The use of collaborative techniques can contribute towards the above direction. In all models and theoretical approaches, however, educational planning is very important. The purpose of this paper is to investigate the degree of readiness of students in a distance education program for adults. The results highlight the role of the trainer-counselor, as the key person who will support self-directed learning and transformation and will help learners to overcome possible obstacles through collaborative techniques.


Self-directed learning, distance education, resistance to change

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