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It argues that stronger emphasis on autonomy helps more students complete their courses, supporting the reduction of high e-learning dropout rates. Three scaffolding principles for learner autonomy are defined and connected to key challenges of e-learning environments. Drawing on course-design literature, the study offers exemplary design aspects that can be used by tutors to support autonomy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scaffolding-learner-autonomy-in-online-university-courses-read-online-free/600680/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scaffolding-learner-autonomy-in-online-university-courses-read-online-free/600680.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper focus on learner autonomy in online university courses?","Question",{"text":112,"@type":113},"It connects learner autonomy to course completion and argues that better support can reduce the high dropout rates seen in e-learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which approach does the paper adopt to support learners becoming autonomous?",{"text":117,"@type":113},"It uses a constructivist approach, placing the learner at the center of meaning-making rather than treating learning as simple transfer of knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the paper’s main outputs for course design and tutor support?",{"text":121,"@type":113},"It defines three core principles for scaffolding learner autonomy and discusses how these principles relate to specific e-learning challenges, then provides concrete design examples.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600680,1792171245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","autonomy in online courses  \nScaffolding learner autonomy in online university courses  \nElisa Ribbe  \n[ribbe.elisa@online.de](ribbe.elisa@online.de)  \nMaría José Bezanilla  \n[marijose.bezanilla@deusto.es](marijose.bezanilla@deusto.es)  \nUniversidad de Deusto, Spain  \nAbstract  \nThis 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  \nKey words  \nLearner autonomy; Scaffolding; Online Course Design; Teacher Roles; Dropouts  \nE. Ribbe & M.J. Bezanilla  \nDigital Education Review-Number 24, December2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 98)[ 98](http://greav.ub.edu/der/ 98)  \nEl desarrollo de la autonomía del estudiante en los cursos  \nonline universitarios  \nElisa Ribbe  \n[ribbe.elisa@online.de](ribbe.elisa@online.de)  \nMaría José Bezanilla  \n[marijose.bezanilla@deusto.es](marijose.bezanilla@deusto.es)  \nUniversidad de Deusto, Spain  \nResumen  \nEste artículo trata sobre el tema de cómo los profesores y los diseñadores decursos online pueden contribuir al desarrollo de la autonomía del estudiante en el contexto de la enseñanza universitaria online . Defiende que prestar una mayor atención a la autonomía del estudiante en el diseño y desarrollo de cursos online puede contribuir a que más estudiantes finalicen sus estudios con éxito y por tanto al descenso de los elevados índices de abandono que se dan en la enseñanza online . Para ilustrar este posicionamiento, el artículo define tres principios para apoyar social y educativamente (“andamiaje”) la autonomía del alumno y los relaciona con los retos propios de los contextos e-learning. Basándose en una importante revisió n bibliográfica sobre diseño de cursos online, el presente estudio finaliza con ejemplos concretos de diseño que pueden servir para apoyar y reforzarla autonomía del estudiante    \nPalabras clave  \nAutonomía del estudiante ; “Andamiaje”; Diseño de Cursos Online; Roles del docente ; Tasas de abandono .  \nE. Ribbe & M.J. Bezanilla  \nDigital Education Review-Number 24, December2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 99)[ 99](http://greav.ub.edu/der/ 99)  \nI. Introduction 1  \nThe literature on e-learning indicates that students in distance education settings face special challenges . For instance, Hagel and Shaw (2006, p. 285) argue that “[s]tudents studying offcampus need to take more responsibility for their own learning”. They further have to demonstrate a high level of motivation . Thus, Borges (2007, p. 5) states that good digital students “have a proactive attitude and are autonomous insofar as is possible, they display initiative in their learning and in their performance during the course“. To develop this capacity of learners to care for and respond to their learning needs is according to Paul (1990, p. 37) the ultimate challenge for successful distance education . From this arise the questions: How can learners be supported in developing this capacity? What is online-tutors’ function in this process and how does it differ from face-to-face settings? What implications do result for online course design?  \nThis paper seeks to investigate in what ways online students can be assisted to become autonomous learners . A particular focus will be given to the role of the tutor . Therefore, a constructivist approach will be applied. Instead of assuming a pure acquisition of teacher provided knowledge t","cbCaibEDySvuuBBx","https://ap.wps.com/l/cbCaibEDySvuuBBx","pdf",333922,16,"English","# Introduction\n## The relationship between learner autonomy and tutors' roles","[{\"question\":\"Why does the paper focus on learner autonomy in online university courses?\",\"answer\":\"It connects learner autonomy to course completion and argues that better support can reduce the high dropout rates seen in e-learning.\"},{\"question\":\"Which approach does the paper adopt to support learners becoming autonomous?\",\"answer\":\"It uses a constructivist approach, placing the learner at the center of meaning-making rather than treating learning as simple transfer of knowledge.\"},{\"question\":\"What are the paper’s main outputs for course design and tutor support?\",\"answer\":\"It defines three core principles for scaffolding learner autonomy and discusses how these principles relate to specific e-learning challenges, then provides concrete design examples.\"}]","Scaffolding learner autonomy in online university courses - read online free | PDF",1792091157]