Scaffolding is a process that supports students' investigation or inquiry as learners engage in the topic being studied.  Scaffolds are designed to monitor students and help  "organize and support the student investigation or inquiry, to keep students from straying too far off the path while seeking 'the truth'  about whatever issue, problem or question was driving the project" (MacKenzie, 1999).

This process is considered useful in most hypertext learning systems if used correctly.  It also lends itself to constructivist principles that places emphasis on the student to establish and direct their own learning.  It requires self regulation and the building of knowledge through reflection and abstraction.  As students are becoming more self reliant in the learning process, the need for scaffolding is increasing.   Some have referred to scaffolding as another term for good teaching.
 

How do you determine what level of Scaffolding is required for learners?

Too much structure can be confining and limit student initiative.  Too little may not offer enough support or guidance.  MacKenzie identifies eight characteristics of scaffolding used in education.

1. Scaffolding provides clear direction
2. Scaffolding clarifies purpose
3. Scaffolding keeps students on task
4. Scaffolding offers assessment to clarify expectations
5. Scaffolding points students to worthy sources
6. Scaffolding reduces uncertainty, surprise and disappointment
7. Scaffolding delivers efficiency
8. Scaffolding creates momentum

• What is scaffolding?  
• Scaffolding the Development of Skills in the Design Process for Educational Media through Hyperlinked Units of Learning Material (ULMs).
• Module Maker.

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