Guiding from the Distance: Counselling Experiences During the Pandemic

Abstract

The main goal of this study is to describe narrative moments of guidance counselors on transactional distance in education during COVID-19 pandemic. Sharing their stories, eight (8) participants who ventured on tele-counseling with their clients were the data source. Three variables of Transactional Distance Theory had some parallel inclinations to event structures: i. dialogue (counselor-client interaction), ii. structure (tele-counseling and communication needs), and iii. learner autonomy (client participation in distance education). These variables exemplified a community-based learner support system. Each narrative drew out a web of concerns such as limitations and practicality applying a set of guidelines in multimodal counseling sessions. Almost exclusively, the findings were contained within the structure of narratives reflecting an aghast transition to tele-counseling that demands a committed and sustainable network of learner support. Mechanisms involved foster a two-way, technology-mediated communication to achieve a collaborative learner support system between the guidance counselor and the client.