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Complex, ill-structured problem solving is not a linear, straightforward process. Rather it is an iterative and cyclical process and involves ongoing monitoring and evaluation. Therefore, metacognition is critical for successful problem solving. Although there is no question about the importance of scaffolding in complex, ill-structured problem solving, relatively little attention has been given to metacognitive scaffolding. Using mixed-methods research, this study investigated the effects of metacognitive scaffolding on students' complex problem solving processes and outcomes in the domain of instructional design as well as on their metacognitive skills in an online environment. Both qualitative and quantitative data were collected from multiple sources, including online surveys, planning sheets, technologyenhanced lessons, and reflection papers. The results of the study revealed that metacognitive scaffolding had positive effects on students’ design problem solving processes but did not have a significant effect on design outcomes. Regarding metacognitive skills, the experimental group showed significant improvement in the planning subscale.

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