In recent years, KVL has been involved in developing and implementing distance learning in its tropical forestry teaching programme. This paper reports on experiences with using Gilly Salmon’s five-stage scaffolding model with the particular aim of increasing student participation in computer mediated conferencing in order to promote joint knowledge construction and increase learning. The model is briefly introduced as are the two courses used as a case. Emphasis is on describing considerations behind the move from theory to practice, the experiences gained at each stage of the model, student behaviour, and the changed role of the teacher. It is concluded that teaching based on the model did result in high degrees of student participation and interaction with indications of higher than usual student grades.