Use of online learning platforms and their effect on high school student autonomy
DOI:
https://doi.org/10.63688/qse9qb44Keywords:
Learning platforms, autonomy, knowledgeAbstract
This study analyzes the impact of online learning platforms on the development of secondary school students' autonomy, using a qualitative and documentary approach. Based on the analysis of various academic sources and recent studies, it is identified that the use of digital platforms such as Moodle, Google Classroom, and Edmodo has promoted greater independence in students by allowing them to manage their time, pace, and learning style. It also highlights that these tools foster collaborative interaction, ongoing access to educational resources, and personalized learning, which strengthens decision-making and self-regulation of learning. However, significant challenges are also evident, such as digital distraction, inequality in access to technology, and the need for adequate teacher training. The research concludes that, while online platforms represent a significant opportunity to foster student autonomy, their effectiveness depends on structural, pedagogical, and technological factors. It is recommended that teacher training be strengthened, self-regulation skills promoted in students, and equitable access to technological resources be ensured to maximize the benefits of digital learning in diverse school contexts.
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Copyright (c) 2025 Rocío Verónica Paucar Andrango, Ana del Rocío Navarrete Barreiro, Mayra Gabriela Cabrera Robles, Danny Meliton Meza Arguello (Autor/a)
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