期刊名称：Journal of Teaching and Learning with Technology
印刷版ISSN：2165-2554
出版年度：2020
卷号：9
期号：1
页码：92-100
DOI：10.14434/jotlt.v9i1.29159
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：This essay explores ways instructors can be metacognitive about course design, including selecting tools in the Learning Management System (LMS) to support student learning.It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student-directed, and stand alone.These examples serve as a blueprint for creating predictable structures that offer guidance and opportunities for students to learn about their own learning.We also argue that purposeful use of LMS tools can provide opportunities for instructor to monitor student progress toward learning goals and make adjustments to their instructional method when appropriate.
关键词：backward design; scaffolding; self-regulation; learning management system
