Scaffolding the Formal Analysis Assignment in Art History Courses to Promote Learning

Abstract

This paper will provide a case study on how to promote self-regulated learning by employing scaffolding assignments using the learning management system, Canvas. With many college courses transitioning to the online environment, students are expected to complete large, complex assignments that meet higher order learning outcomes. A challenge of the online course is the faculty-student interaction and the lack of real-time guidance for these complex projects. A way to increase student success, as research has shown, is to scaffold assignments – that is, create smaller assignments that build toward a larger, more complex, assignment. Scaffolding not only provides students the opportunity to practice skills they need to develop, but also the opportunity for faculty to provide feedback to enhance learning. I explain how I adapted the standard formal analysis assignment from an introductory art history course into a series of smaller assignments using the Canvas LMS. By creating assignments that ask students to address select aspects of the larger task, students have the ability for repeated practice in their visual analysis skills (and writing skills) as well as the opportunity for frequent instructional feedback, both of which are recognized best practices in teaching and learning. Quantitative evidence supports this practice and suggests student learning and success has improved.