Redesigning Blended Lessons in the Learning Management System
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Abstract
This case study explores the redesign (‘re-jig’) of course materials at a Middle Eastern tertiary institution with a view to reducing cognitive load and enhancing scaffolding through improved use of a Learning Management System (LMS). Drawing on theories of cognitive load and Vygotsky’s Zone of Proximal Development, the study investigates how instructional design practices impacted usability, accessibility, and student learning outcomes. A series of course rejigs are documented across disciplines, and the findings are discussed in terms of both pedagogical and technological implications. Recommendations are offered for teacher training, instructional design, and institutional policy.
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