Abstract
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.
Highlights
Metacognitive instructors are intentional about how they facilitate student learning (Scharff & Draeger, 2015)
The goal is to help instructors become more metacognitive about their instructional process, including intentional course design, purposeful use of tools in a learning management system (LMS), monitoring student progress, and making adjustments based on student need
How can difficult content be broken into digestible chunks? What guidance can be offered to help students engage with that content in meaningful ways? How might class sessions build on each other for maximum effect? How might online material offer guidance and support? Such questions extend from choices about course design to choices about features within an LMS that can help facilitate student learning
Summary
This article promotes metacognition in four interrelated ways. First, it encourages instructors to be intentional about their course design. Metacognitive instructors select features and tools within an LMS that provide them with opportunities to monitor student progress and make meaningful adjustments. These tools can provide students with multiple pathways to learning and ample opportunity to practice. This is good for students because it supports a variety of learning needs, but it is good for instructors as a way to track student progress. Intentional course design, purposeful use of tools within an LMS, and continuously monitoring student progress are all strategies employed by metacognitive instructors. Metacognitive instructors use features within an LMS that offer opportunities for self-directed learning, frequent self-monitoring, and strategies for meaningful adjustment. This again underscores the importance of metacognitive instruction and being intentional about how learning is facilitated
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