| Summary: | It has been many centuries conventional teaching is in practice but its limitations are noted. Some slow learners
might have difficulty to follow and some fast learners might find it boring listening to the repeating explanations. At many
times lecturers find it not enough time for discussion or questions and answers questions. Some students are not ready to
ask questions at the end of the class too. Due to this, many universities have taken action to encourage lecturers to move to
a more learner-centred teaching environment where it allows two ways communication between lecturers and students and
then enhances learner understanding and motivation. However, the transition has been slow because lecturers find it risky
and lack of confidence in moving away from conventional teaching approach as they themselves were taught in such
environment. Weimer’s Learner-Centred Teaching Model could serve as a guidance to help lecturers in planning and
implementing a more interesting teaching environment which puts the learning responsibility onto students. The use of
technology in classroom is common nowadays as our students are tech savvy and they would find it interesting to enjoy the
benefits of technology in learning process. Hence, a different learning environment which incorporates technology would
motivate and engage students more. In this research, a multimedia-mediated learning module is included in the
implementation of this learner-centred teaching environment. In order to show how one can gradually transform from the
conventional teaching environment to learner-centred teaching environment, this research proposes a framework which
explains different outcomes obtained from three different learning environments. The results obtained from the research
were triangulated based on the pre/post-tests, survey and written comments to present the implications from the
implementation of different learning environments.
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