Redesigning Blended Lessons in the Learning Management System
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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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ข้อความและความคิดเห็นที่แสดงในบทความ เป็นแนวคิดของผู้เขียน มิใช่ความรับผิดชอบของกองบรรณาธิการ และคณะผู้จัดทำแต่อย่างใด
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารวิเทศศึกษา ถือเป็นลิขสิทธิ์ของวารสารวิเทศศึกษา หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนหนึ่งส่วนใดไปเผยแพร่ต่อหรือเพื่อกระทำการใด ๆ จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากวารสารวิเทศศึกษา ก่อนเท่านั้น
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