Many studies have measured the effects of separate scaffolding methods for online learning, but the various methods are seldom directly compared to provide concrete teaching suggestions. This study aims to investigate the effects of three popular scaffolding methods on students' ability to obtain resume standards, course satisfaction and engagement in an online resume writing course. Sixty-eight mixed-major undergraduate students in a private four-year college in Central Taiwan watched video lectures embedded in video-viewing Google forms before section writing. The comparison video (V) group did not receive extra support while three treatment groups (section quiz (SQ), writing rubric (WR) and peer-feedback (PF) groups) were offered scaffolding emphasizing resume genre features. The data derived from surveys and writing samples revealed that over the four-week treatment, the PF group was consistently more attentive to the organization genre standards than the other groups but performed similarly to the SQ group on grammar features. Although all groups expressed satisfaction with the course, they varied in engagement levels. The PF group reported considerably lower engagement than the SQ and V groups. The WR group was low in both writing and engagement. Therefore, the combination of scaffolding methods is recommended for implementation.