Scaffolding learner autonomy in online university courses
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Elisa Ribbe [1] ; María-José Bezanilla [1]
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[1] Universidad de Deusto
Universidad de Deusto
Bilbao, España
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- Localización: Digital Education Review, ISSN-e 2013-9144, Nº. 24, 2013, págs. 98-112
- Idioma: inglés
- Enlaces
- Dialnet Métricas: 1 Cita
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Resumen
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.
