Promoting Learner Autonomy with Scenario-Based Learning: Experiences from an Innovative Teacher Education Programme in India

Abstract

Online education is gradually gaining momentum in India, especially at the higher education level, and educational Institutions are undertaking several initiatives to explore and adopt different approaches to ensure their quality. One such initiative is the development of a Bachelor of e-Education program under the aegis of I-CONSENT, implemented by Maharashtra Knowledge Corporation Limited (MKCL), Pune and Yashwantrao Chavan Maharashtra Open University (YCMOU), Nashik. This programme adopts the scenario-based learning approach to develop the desired roles and competencies among the teachers. As the developers of this programme envisaged six facets for an effective on-line teacher, each of these facets were developed as an individual course. Each course focused on its related roles and competencies. On the whole, this programme aimed at preparing a reflective teacher, who is capable of undertaking multiple roles, keeping in view their local context. // This paper attempts to explore the efficiency of a scenario based design in terms of providing the scope to the learner to choose, create and implement learning experiences based on ground realities. The Learning assignments, resources and artifacts prepared by the learners for a selected course entitled: “Teacher as a networker and change agent” would be shared to illustrate how learner autonomy was reflected in this programme. In this course efforts were made to equip the learners to work in a networked environment and also operate as an agent for social change. Based on the learning outcomes derived from the learners, it was noticed that the learners chose different learning paths and had customized their outcomes based on the requirements of their living context. This implied that the approach of scenario based learning design had wide relevance to Indian context, especially keeping in view its cultural diversity.