Abstract
Scaffolding, which is actively utilized as one of the support strategies in teaching and learning, was originally provided as face-to-face support for novice by expert. However, as numerous technology-based tools including software systems started to be applied to scaffolding, the scope of interactions in scaffolding has become not only limited to instructors and learners but extended to diverse forms of technology-mediated or technology-driven support. Furthermore, adaptive learning technologies including learning analytics and AI-based technologies have further made more adaptive scaffolding possible with instant diagnosis and feedback. This study explores the transition of scaffolding concepts and draws implications for teaching and learning. The literature review method was used to examine studies on scaffolding.
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