Developing Self-Directed Learning Skills Through Scaffolding in Problem-Based Learning

Abstract

Problem-Based Learning (PBL) is a valuable educational pedagogy for contextualising a problem to motivate learners to participate in problem-solving and deal with real-life challenges. An action research approach was utilised to demonstrate how scaffolding as a teaching strategy in a PBL module can enhance Self-Directed Learning (SDL) in undergraduate final-year nursing students. Using the scaffolding framework proposed by Van de Pol et al. (2010), the impacts of the interventions were examined using a mixed-method approach. Quantitative data analysis indicated that less than half of the students did not initially consider themselves self-directed learners. After the scaffolding interventions, 57.1% agreed they had greater ownership over their learning. Most students valued peer support and brief instructor guidance for enhancing independence, confidence, and proficiency during PBL projects. Qualitative findings highlighted student experiences, challenges, and how the module supported them in working independently and developing SDL skills.