This article analyses the use of Scaffolding Principles in Online Teaching based on the E –Teaching 1 Course offered by the University of Agder that between September to December, 2017 to prospective online tutors. The major purpose of this article was to analyze how the pedagogical principles of Scaffolding were used to enhance the teaching of this particular course to its participants. Throughout the article, one major thread cuts through and this is the understanding of scaffolding as the temporary support given to a learner to enable him/her become an independent learner and a master of the skill or knowledge being used or advocated for by a certain community of practice. Within the article, it is pointed out that Gilly Salmon’s 5 Stage Model demonstrates the practical implementation of scaffolding in an online environment. Thus, it is clear that the various activities in the E –Teaching1 Course were in conformity with the Scaffolding principles as suggested by Gilly Salmon especially with the view that, there was access and motivation to this course by the participants, participantsbuiltupteamsintheformofgroupslikeCondors,sharedinformationthrough discussion among themselves and with their peers, constructed knowledge as evidenced from various documents weaved and course work assignment submitted for assessment and finally each participant got an opportunity tore view his or her learning through developing a learning portfolio to demonstrate their met a cognition. Inevitably, the article recommends that to a large extent it is important for higher studies to embrace scaffolding such that professionals graduating from higher education institutions have to be scaffolded with the necessary skills and knowledge needed in their communities of practice or occupations.
