Ensuring Learner-Centred Pedagogy in an Open and Distance Learning Environment by Applying Scaffolding and Positive Reinforcement

Autor/inn/en	Ahmed, Md. Meraz; Rahman, Anika; Hossain, Md. Kamal; Tambi, Fatimah Binti
Titel	Ensuring Learner-Centred Pedagogy in an Open and Distance Learning Environment by Applying Scaffolding and Positive Reinforcement
Quelle	In: Asian Association of Open Universities Journal, 17 (2022) 3, S.289-304 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/AAOUJ-05-2022-0064
Schlagwörter	Student Centered Learning; Scaffolding (Teaching Technique); Positive Reinforcement; Foreign Countries; Lesson Plans; Thinking Skills; Distance Education; Open Education; Bangladesh + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Lesson planning; Unterrichtsplanung; Denkfähigkeit; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Bangladesch
Abstract	Purpose: 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/approach: This 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. Findings: The 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/value: This study recommended that the combined application of scaffolding and positive reinforcement would effectively ensure learner-centred pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01