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

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.

Keywords

• Learner-centred pedagogy
• Open and distance learning
• Lesson plan
• Scaffolding
• Positive reinforcement
• ADDIE model