Student Autonomy in Online Learning: Influencing Factors, Challenges, and Educational Implications

Abstract

Student autonomy in online learning is regarded as one of the important ingredients for students to complete academic tasks, make decisions on their own, and be actively involved in learning activities. This is a narrative review of the important factors that affect online student autonomy, the problems that students face in achieving learner autonomy, educational implications, and strategies to achieve learner autonomy. This review integrates the literature related to psychological, technological, instructional and environmental factors that impact autonomous learning. The findings of the study indicate that motivation, self-efficacy, self-regulated learning, digital literacy, teacher support and social interaction are important in the development of student autonomy. However, poor self-discipline, technological constraints, social isolation, no feedback from instructors and problems with time management can restrict independent learning behaviours. Methods to improve autonomy and academic involvement include learner-oriented methods, structured learning, cooperation and continuous feedback. In addition, there is the possibility of personalised learning through new technology like AI and adaptive learning platforms (ALPs), however, a concern is the overreliance on technology. Sustainable autonomous learning is also supported by institutional policies, teacher professional development, inclusive digital resources and effective assessment practices. The review concludes that student autonomy is a result of individual learning characteristics and supportive learning environments. Improving these dimensions can improve student engagement, learning outcomes, and the effectiveness of online learning, along with equal and selfdirected learning opportunities across diverse learning contexts.