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<p class="ICCENormalText1stparagraph">This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable scaffoldingdoi:10.14742/ajet.197 fatcat:h6bsntpk4nd63oxnpcezedeidy