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Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

Ensuring learner-centred pedagogy in an open and distance learning environment by applying... This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.Design/methodology/approachThis study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.FindingsThe study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.Originality/valueThis study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Association of Open Universities Journal Emerald Publishing

Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

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Ensuring learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement

Ahmed, Md. Meraz; Rahman, Anika; Hossain, Md. Kamal; Tambi, Fatimah Binti
Asian Association of Open Universities Journal , Volume 17 (3): 16 – Dec 9, 2022

Abstract

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.Design/methodology/approachThis study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.FindingsThe study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.Originality/valueThis study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.

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Publisher
Emerald Publishing
Copyright
© Md. Meraz Ahmed, Anika Rahman, Md. Kamal Hossain and Fatimah Binti Tambi
ISSN
1858-3431
DOI
10.1108/aaouj-05-2022-0064
Publisher site
See Article on Publisher Site

Abstract

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.Design/methodology/approachThis study critically analysed the context and current instructional practice of Bangladesh Open University (BOU) via document analysis and literature review. The conceptual framework of this study was adapted from the ADDIE model, i.e. the analysis, design, development, implementation and evaluation model.FindingsThe study explored that the instructional practice of BOU was dominated by teacher-centred pedagogy. Hence, to ensure learner-centred pedagogy, the researchers developed three model lesson plans. These lesson plans infused the theoretical directives of scaffolding and positive reinforcement as well as several assessment tasks which can assess the learners’ lower-order and higher-order thinking skills. The researchers also presented possible challenges for the sound implementation of these model lesson plans and suggested pragmatic solutions accordingly.Originality/valueThis study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy.

Journal

Asian Association of Open Universities Journal – Emerald Publishing

Published: Dec 9, 2022

Keywords: Learner-centred pedagogy; Open and distance learning; Lesson plan; Scaffolding; Positive reinforcement; ADDIE model

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