Digital Competence to Bridge Transactional Distance in Distance Education

Abstract

Utilising primary data and a stratified random sampling method, this study explores the proficiency of Open and Distance Learning (ODL) students in navigating digital resources and their intrinsic motivation for academic growth. Data collected from 390 IGNOU students, via stratified random sampling, includes undergraduates enrolled from 2016 to 2021 and postgraduates from 2018 to 2021. The study emphasies the crucial importance of fostering an interactive and engaging learning environment for the development of affective skills, countering transactional distance. It underscores the pivotal role of ICT in bridging gaps and promoting meaningful social interactions in distance education programs, thus enhancing holistic growth and employability.