Is learner autonomy just about studying alone or is it something much deeper, more collaborative and more critical? In today’s digital world, how do we support students in becoming truly autonomous learners?

These questions are at the heart of the latest episode of the Arqus Knowledge Pills podcast featuring Professor Marco Cappellini, specialist in Language Sciences at the University of Lyon 1 and co-editor of Learner Autonomy and Web 2.0.

Drawing on years of research in language education, virtual exchanges and teacher training, Professor Cappellini explores how our understanding of autonomy has evolved from individual self-regulation to a more social and reflective process supported by peer interaction and digital tools. He introduces the idea of social autonomy, where learning is shaped not in isolation, but through meaningful collaboration and dialogue, especially in online environments.

The conversation also touches on the role of teachers in fostering learner autonomy: not as distant facilitators, but as active mediators who scaffold learning, guide reflection, and help students navigate complex digital learning spaces. 

How can we support all learners, including those with less access to resources or digital confidence, in becoming autonomous? What kinds of environments and policies are needed to make autonomy a real and equitable goal?

Learn more about Marco Cappellini:

Marco Cappellini is a Full Professor in Language Didactics at Claude Bernard University Lyon 1. He conducts research at the ICAR laboratory, focusing on telecollaboration and computer-assisted language learning. His work explores learner autonomy, teacher training, and metacognition in digital education contexts. He plays key roles in organisations such as Ranacles and UNICollaboration.

He has published extensively on technology-enhanced language learning and supervises research in the field.