Learner autonomy in e-portfolios: From ambitious learning objectives to down-to-earth outcomes

Abstract

The present learning experience is aimed to foster, among other competences, learner autonomy in the subject Oral and Written Communication in English. 32 freshman students of Audiovisual Communication elaborated an e-portfolio in 3 different stages. After setting their learning aims, the students had to provide evidences of their learning process along the course. The students received their teacher's feedback on each evidence, which they could contrast with the rubric provided to evaluate the competences at work. The results show a positive evolution in the learners' awareness of their learning process and of the need of setting realistic aims to carry them out in a limited amount of time.