Design and plan learning activities and/or programmes of study
Appropriate methods for teaching, learning and assessing in the subject area in the subject area and at the level of the academic programme
Scaffolding is a teaching approach where support is given to help students do tasks they couldn’t manage alone — like training wheels for learning. Over time, the support is taken away as students become more skilled. Scaffolding can come from teachers, peers, or technology and is especially useful when students are solving complex problems or learning online. It helps students plan, monitor, and reflect on their learning. The goal is to guide students just enough so they stay challenged but not overwhelmed.
Scaffolding improves cognitive outcomes in higher education ➕➕➕➕. Its effects are even stronger in online learning ➕➕➕➕➕ (Doo et al., 2020) and among students using self-regulated learning tools ➕➕➕➕ (Shao et al., 2023). Computer-based scaffolding in STEM problem-based learning boosts outcomes (g = 0.385) (Kim et al., 2018) ➕➕➕. It also leads to large gains in within-student growth across contexts, especially for students with learning disabilities ➕➕➕➕➕ (Belland et al., 2017).
Scaffolding works best when:
This summary draws on six meta-analyses. Belland et al. (2017) and Kim et al. (2018) used Bayesian network models to explore scaffolding in STEM and problem-based learning. Doo et al. (2020) examined scaffolding in online higher education, while Shao et al. (2023) focused on regulated learning scaffolding and its effect on academic performance. Belland et al. (2017) also explored differences by educational context and type of scaffold. Each study included dozens of primary studies and met high standards of methodological rigour.
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084
Belland, B. R., Walker, A. E., & Kim, N. J. (2017). A Bayesian network meta-analysis to synthesize the influence of contexts of scaffolding use on cognitive outcomes in STEM education. Review of Educational Research, 87(6), 1042–1081. https://doi.org/10.3102/0034654317723009
Doo, M. Y., Bonk, C., & Heo, H. (2020). A meta-analysis of scaffolding effects in online learning in higher education. International Review of Research in Open and Distributed Learning, 21(3), 60–80. https://doi.org/10.19173/irrodl.v21i3.4638
Kim, N. J., Belland, B. R., & Walker, A. E. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis. Educational Psychology Review, 30(2), 397–429. https://doi.org/10.1007/s10648-017-9419-1
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14, 1110086. https://doi.org/10.3389/fpsyg.2023.1110086
