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1 – 2 of 2Md. 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.
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Keywords
Md. Meraz Ahmed, Naveed Sultana, Suhandoko Astri Dwi Jayanti, Yosi Mardoni and Helmiatin Helmiatin
The purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open…
Abstract
Purpose
The purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).
Design/methodology/approach
The mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.
Findings
The findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.
Originality/value
The policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.
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