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Open Access
Article
Publication date: 24 November 2022

Md. Meraz Ahmed, Anika Rahman, Md. Kamal Hossain and Fatimah Binti Tambi

This study was intended to ensure learner-centred pedagogy in an open and distance learning environment by applying scaffolding and positive reinforcement techniques.

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.

Details

Asian Association of Open Universities Journal, vol. 17 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

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