Research on techniques for teaching computer programming to novice learners has suggested that introducing programming concepts and theories is extremely difficult because the learners have to assimilate syntactical methods of the programming language as well as their interface to the programming world. Computer programming for the novice requires the understanding of a variety of different areas which can overwhelm the learner and increase levels of cognitive load. The central theme and Question of this research was to determine to what extent does a scaffolding tool package affect mental load levels experienced by e-learners in a face-to-face and online Introduction to Visual Basic for Applications Programming course. To answer this question, the examination of the effects of scaffolding tools on cognitive load levels as participants completed laboratory assignments within a programming course was analyzed. Participants were asked to evaluate their cognitive load as they completed assignments throughout the course. Descriptive statistics were used to resolve the mean as a primary indicator of the effectiveness of the scaffolding tool which indicated the tool had some minimal positive impact on the laboratory scores based on the trend of the face-to-face treatment group to consistently have higher mean laboratory scores. The comparison of the online treatment group to the online control group proved somewhat more problematic, with the values of the means providing little or no evidence (with a few exceptions) that the scaffolding tool was a positive force for the online participants. For the mental load evaluator levels, it was difficult to find a trend. The opposite appeared to be the case when comparing the online treatment and online control groups. In several instances, the online treatment group's mental load evaluator average was lower than the control group's mental load evaluator average, indicating the scaffolding tool had some impact on the online segment of the study. This study provided results and added to the body of instructional design knowledge by indicating some minimal support for the scaffolding tools as instruments to mitigate cognitive load and supported the continued use of the mental load evaluator as a tool for subjectively measuring mental load.