Editing Instructional scaffolding (section)

===Timing of guidance===
Guiding has a key role in both constructivism and 'instructivism'. For instructivists, the timing of guidance is immediate, either at the beginning or when the learner makes a mistake, whereas in constructivism it can be delayed.<ref name="multiple"/> It has been found that immediate feedback can lead to [[cognitive load|working memory load]] as it does not take in consideration the process of gradual acquisition of a skill,<ref name="anderson">{{Cite journal |last1=Anderson |first1=John R. |last2=Corbett |first2=Albert T. |last3=Koedinger |first3=Kenneth R. |last4=Pelletier |first4=Ray |date=1995 |title=Cognitive Tutors: Lessons Learned |url=http://www.jstor.org/stable/1466690 |journal=[[The Journal of the Learning Sciences]] |volume=4 |issue=2 |pages=167–207 |doi=10.1207/s15327809jls0402_2 |jstor=1466690 |s2cid=22377178|url-access=subscription }}</ref> which also relates to the amount of guidance being given. Research on [[Intelligent tutoring systems|intelligent-tutoring systems]] suggests that immediate feedback on errors is a great strategy to promote learning. As the learner is able to integrate the feedback from short-term memory into the overall learning- and problem-solving task, the longer the wait on feedback and the harder it is for the learner to make this integration.<ref name="anderson"/> Yet, in another study it was found that providing feedback right after the error can deprive the learner of the opportunity to develop evaluative skills.<ref>{{Cite book |last1=Mathan |first1=S. |title=Artificial intelligence in education: Shaping the future of learning through intelligent technologies |last2=Koedinger |first2=K. R. |publisher=[[IOS Press]] |year=2003 |isbn=9781586033569 |editor-last=Hoppe |editor-first=U. |location=Amsterdam |pages=13–20 |chapter=Recasting the feedback debate: Benefits of tutoring error detection and correction skills |editor-last2=Verdejo |editor-first2=F. |editor-last3=Kay |editor-first3=J.}}</ref> Wise and O'Neill bring these two, seemingly contradictory findings, and argue that it does not only prove the importance of the role of feedback, but that points out a timing feature of feedback: immediate feedback in the short term promotes more rapid problem-solving, but delaying feedback can result in better retention and [[Transfer of learning|transfer]] in the long term.<ref name="multiple"/>