This article provides a discussion on how to promote self-regulated learning by employing scaffolding assignments using the learning management system (LMS) Canvas. With many college courses transitioning to the online environment, students are expected to complete large, complex assignments that meet higher order learning outcomes. Challenges of the online course include allowing for 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 allows students the opportunity to practice skills they need to develop but also gives faculty the opportunity 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, I give students the means by which to repeatedly practice their visual analysis (and writing) skills as well as the opportunity for frequent instructional feedback, both recognized as best practices in teaching and learning. Quantitative evidence supports this practice and suggests student learning and success have improved.