Promoting Active Learning in Post-graduate Economics Classes at R Government College, Bangladesh by Using Scaffolding and Collaborative Learning/Group Work Techniques

Registration ID: IJNRD_202472

Published ID: IJNRDTH00067

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Tapos Kumar Dutt

Active Learning, Constructivism, Scaffolding, Collaborative Group Work, Lesson Plans, Formative Assessment, Bloom's Taxonomy, Gagne's Nine Events of Learning, Education Policy, Curriculum Development, Pedagogical Advancement, Modern Instructional Practice

In the context of Bangladeshi higher education, it has been found that ‘Teacher-Centered Learning (TCL)’, or, ‘Passive Learning (PL)’, was prevalent in the Post-graduate Economics Program in the affiliated colleges of ‘National University of Bangladesh’ (NUB) (Ahmed, 2018), while it has been explored the enormous advantages of ‘Active Learning (AL)’ in the education related literature. In this scenario, this paper aims at promoting active learning in the instructional practices of Post-graduate Economics Program at R College, Bangladesh by using Scaffolding and Collaborative Learning/Group Work techniques so that students could engage more actively in their learning activities, thereby they could attain the desired learning objectives of the program. Focusing on these issues, this paper presents three AL-incorporated lesson plans in the context of the instructional practices of Post-graduate Economics Program based on the constructivism (focusing on Scaffolding and Collaborative Learning/Group Work techniques) learning theory. To be noted here that, the necessary ways in ensuring AL in the context of Post-graduate Economics Program in the college level higher education in Bangladesh is still a less focused area by the researchers and academicians. Hence, the fundamental goal of this paper is to contribute to this area targeting improvements in the instructional practices prevailing here. From the critical discussions and guidelines of this paper, it can be articulated that, the combined and comprehensive application of the teaching technique of scaffolding and the learning method of collaborative learning will ensure AL most effectively. As for instance, scaffolding strategies like modelling, guided practicing and contextualization will ensure the meaningful learning of new ideas and skills of the learners (Harraqi, 2017; Wilson & Devereux, 2014). Similarly, the learning method of collaborative learning will assist learners to co-construct knowledge with their tutor and peers that is the key essence of constructivism and connectivism (Sawyer & Obeid, 2017). Moreover, formative assessment tasks like oral and written questioning, peer assessment, authentic assessment, presentation of creative tasks, etc. will enhance the HOTS (Higher Order Thinking Skills) of learners (Baht & Bhat, 2019; Lynch, 2016). Hence, as the ultimate consequence, this new instructional practice will not only ensure AL, but also provide great supports to attain the aims of the Post-graduate Economics Program as well as extend guidelines for quality education in all sorts of educational institutions.

Published Paper   E-Certificate

Tapos Kumar Dutt (July-2023). Promoting Active Learning in Post-graduate Economics Classes at R Government College, Bangladesh by Using Scaffolding and Collaborative Learning/Group Work Techniques. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(7), 284-357. https://ijnrd.org/papers/IJNRDTH00067.pdf

Volume 8 Issue 7, July-2023

Pages : 284-357

Paper Reg. ID: IJNRD_202472

Published Paper Id: IJNRDTH00067

Downloads: 000122048

Research Area: Social Science and Humanities 

Author Type: Foreign Author

Country: Faridpur, Dhaka Division, Bangladesh

Published Paper PDF: https://ijnrd.org/papers/IJNRDTH00067.pdf

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