STUDENT AUTONOMY

Abstract

This study addressed the interaction between the student, the teacher (or tutor), and the EAD course, focusing on how these dynamic influences the development of student autonomy. The main issue investigated was how the interaction between these elements could affect student learning in distance education, considering the potential difficulties and advantages of this model. The general objective was to analyze the challenges and potentials of EAD regarding student autonomy, based on the interaction between the participants and the structuring of the courses. The methodology was bibliographical, based on an analysis of academic productions discussing active methodologies, teacher training, and the use of Information and Communication Technologies (ICTs) in EAD. The study highlighted that student autonomy depends on the student's ability to manage their learning, influenced directly by the teacher's role and the course structure. The final considerations pointed out that, while EAD offers significant opportunities for autonomous learning, challenges such as lack of digital skills and time management need to be overcome for EAD to be effective. The study contributes to a deeper understanding of EAD dynamics and suggests further research is necessary to explore teaching practices and technological resources applied to this modality.