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Teachers and other professionals at all levels of education worldwide are aware of the inevitable changes to the existing education systems. Traditional teaching methods are failing to yield effective results when mirrored against the skills graduates need to be able to succeed professionally in the modern globalized world. Responsibility for the preparation of leaders for the world of the future rests strongly with higher education institutions. This paper aims to contribute to the various approaches college and university teachers are adopting to introduce changes to their own teaching in an effort to provide their learners not only with the knowledge in their area of expertise, but also to empower them to become self-directed life-long learners and authentic personalities possessing key competences for the 21 century. The author ́s approach is based on her belief in the power of autonomous learning as a process the learner goes through from the start line of self-assessment to the finish line of the evaluation of and reflection on learning achievements. The core of this paper lies in the presentation of the results of a case study focused on autonomous learning objectives of students in higher education. It outlines the tools and procedures the learners use when working with an e-portfolio to set themselves their own goals prior to the start of their learning, provides a description of the learner goal categories, and presents a conclusion in terms of what makes learning objectives autonomous. Although the specific context of the case study is language learning, the author aims at a broader perspective to draw more general conclusions about learner autonomy in higher education.

WHAT MAKES AUTONOMOUS LEARNING OBJECTIVES AUTONOMOUS: A CASE STUDY FROM HIGHER EDUCATION