Scaffolding learner autonomy in online university courses

Elisa Ribbe, María-José Bezanilla


Abstract This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout rates in e-learning. To illustrate this position, the paper defines three principles of scaffolding learner autonomy and discusses them in relation to the specific challenges of e-learning settings. Drawing on relevant literature on course design, as result the paper presents exemplary design aspects that can serve the scaffolding of learner autonomy.


Learner autonomy; Scaffolding; Online Course Design; Teacher Roles;

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Licencia Creative Commons

ISSN 2013-9144


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