Despite the fact that e-service-learning has been regarded as a means to providing students with valuable real-world experiences, the pace of implementing e-service-learning into online courses has not kept up with the overall growth of online learning. Further examination into instructional strategies and supports to facilitate e-service-learning are needed. To address this need, a systematic review of research was conducted to examine instructional supports used to facilitate e-service-learning experiences in an online environment. Many authors recommended the importance of providing the tools necessary to promote collaboration in the online environment. This study proffers a conceptual framework to support the design of learning experiences that promote service-learning, real-world experiences, while contending with contextual factors that impact transfer of learning in authentic contexts. It also examines how instructional scaffolds are being used in digital settings to mitigate design challenges and promote authentic experiences through e-service-learning activities.