ABSTRACT
This chapter presents a review of discussions in autonomous learning over the past 30 years and highlights the importance of online learning communities for enhancing autonomous learning outside the formal classroom setting. First, key concepts in this area are discussed, such as autonomous learning, self-regulated learning, community of practice, and self-directed learning. With the development of new technologies in the 21st century, self-directed learning is now regarded a key characteristic required of learners (Şentürk & Zeybek, 2019). In addition, self-directed learning explains why autonomous learning is closely connected to online learning communities, a type of community of practice in the online environment. With the development of mobile technology, engaging in online communities with informal settings becomes ubiquitous. Against such a background, some social networking platforms (such as Duolingo and BookTuber) have emerged in various forms to host online learner communities, where members share common learning goals and adopt a sense of belonging to that community. Other emerging topics are also discussed, including the maintenance of online learning communities, the ages of autonomous learners in online learning, and the influence of social agency teachers in autonomous learning beyond the classroom. Future directions of this field and some reflective questions on the chapter are also discussed. Finally, some Recommended readings tips are provided for researchers and educators wishing to learn more about the topic.
