Programming modules often do not use prescribed textbooks due to the rapidly changing content. Also, in practice, software developers draw on online communities and online resources to learn. This approach shows similarities to a learning theory called connectivism. Connectivism posits that knowledge is to be found in networked relationships implying that learning concerns the skill to navigate and create those networks. Connectivism is therefore considered an appropriate teaching approach to prepare IS programming students for the world of work. However, this is not possible without guidance from lecturers. This research-in-progress reports on how scaffolding practices supplement connectivist strategies in a second-year IS programming course. The hypothesis is that these interventions will have a positive effect on students' programming self-efficacy and, therefore, their learning experience. Preliminary results show that students appreciate the interventions and have greater self-confidence in tackling more complex programming projects.