An online learning environment offers considerable flexibility for learners, granting them the autonomy to determine when, where, and how they will access course content. There is a strong correlation between student self-determination and learning behavior in the online environment. Furthermore, when teachers and mentors provide additional scaffolding and support, learning outcomes improve.

This paper examines three questions: Does more explicit scaffolding lead to (a) more active learning, (b) more inclusive learning, and (c) a lower dropout rate? The research involved the collection of data from two iterations of an online course delivered to students undertaking an international business degree. The test instrument was redesigned between the iterations to accommodate explicit scaffolding and increased content control by the teacher or mentor. The results from both trials showed an overall improvement in all areas. However, the more autonomous students tended to be less active in the second iteration. This was attributed to the increased scaffolding incorporated into the redesigned course.

This study is of significance to online developers and education administrators working with online learning environments. It demonstrates that a single solution that suits all learners is still an achievable goal, though further research is required. Learners are dynamic and diverse, so developing a single learning solution will continue to be a challenge.