In this evidence-based practice paper, we present our experiences with different scaffolding techniques to improve student engagement in active learning classes. Scaffolding of course content enables learners to achieve the expected course learning outcomes smoothly from lower to higher challenge levels. Also, in active learning classes with an emphasis on group activities, the activities can be scaffolded in different ways to promote a higher level of engagement and provide more diversity in students' learning process. Since students in large activity-based active learning classes (ABAL) complete the assigned activities at different times and in different places, the collaborative work may not become as effective anymore. This phenomenon of falling behind in collaborative learning and team-based activities are observable through late and missing submissions, in which, both are consequential to student performance. In this paper, we present our Introductory Computer Science (CS1) course model, particularly highlighting the process of group work and collaborative learning. Next, we introduce a novel multidimensional scaffolding methodology focused on the following dimensions: (1) chunking by difficulty, (2) chunking by time, (3) chunking by focus, and (4) chunking by collaboration. This approach focuses on refining instructor-to-student mediums through diversifying activities, balancing the challenge levels, including pre-class and post-class assignments, and chunking instruction time. Our approach rethinks scaffolding by incorporating the teaching strategy of think-pair-share as a scaffolding technique to guide learners through student-to-student learning mediums as well. To assess the effectiveness of our approach, we report on various student engagement metrics, including on-time, late, and missing submissions. Our multi-semester findings indicate a significant increase in student on-time submissions and a substantial decrease in overall missing submissions.
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