Learner Autonomy, Collaboration, and Identity in Open and Distance Education: Extended Interview Dataset

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.