Abstract
The paper focuses on the potential and possibilities of use of scaffolding in e-learning courses. One of the key concepts the author works with and builds upon is the concept of zone of proximal development, which was introduced by Vygotsky.
One of the key questions every teacher must ask is how to state the border between the current pupil's knowledge and the horizon where it can be developed. Needless to say that determination of these limits may be of crucial importance for the educational process.
The question becomes even more important in work with gifted pupils, in whose case the limit of what they can achieve under convenient guidance is very individual, as well as the teacher's role very specific. The author presents various forms of scaffolding based on his longitudinal experience from work with mathematically gifted pupils in an e-learning course Combinatorial Game Theory.
The paper discusses different aspects of use of scaffolding in the internet environment in detail. This all is illustrated on specific examples of its use.
The paper presents four forms of scaffolding realised by specific instructions. The aim of the paper is to illustrate by and demonstrate on concrete examples the benefits of the use of scaffolding in an e-learning course for gifted students.