ONLINE COLLABORATIVE ENVIRONMENTS AND THEIR EFFECT ON LEARNER AUTONOMY
Keywords:
Online collaboration; learner autonomy; digital learning; social constructivism; self-regulation; co-regulation; language education; virtual classrooms; scaffolding; interaction; metacognition; educational technologyAbstract
This study examines how online collaborative environments (OCEs) influence the development of learner autonomy in language education. Drawing on social constructivist and computer-supported collaborative learning frameworks, it analyzes recent empirical findings to show that digital collaboration fosters self-regulation, shared responsibility, and reflective engagement, while effective scaffolding and technological design remain crucial to sustaining autonomous learning.
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References
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