The shift to online learning necessitated by COVID-19 compels instructors to think creatively and strategically about how to scaffold instruction to maximize student participation and output. Navigating online platforms places significant cognitive and linguistic demands on second and foreign language learners. As compared to face-to-face settings, teaching online requires an even greater degree of scaffolding to facilitate meaningful learner participation. This presentation demonstrates how the structured conversational format QSSSA (Question-Signal-Stem-Share-Assess)—which synthesizes cognitive, procedural, and verbal scaffolding—can be adapted to an online format to increase student output through collaborative learning. The presenter also considers how the QSSSA format can be differentiated based on the learners' level.