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Enhancing adult learning through problem-based learning and knowledge scaffolding: a case study from postgraduate
V Abeysuriya1, J Gamage2, W A D Jayawardana3
1Institute of Biochemistry, Molecular Biology and Biotechnology, University of Colombo, Colombo 03, Colombo, Sri Lanka. visula@ibmbb.cmb.ac.lk.
Background:
The integration of Problem-Based Learning (PBL) and Knowledge Scaffolding in postgraduate immunology education has been shown to enhance the quality of adult learning. This process supports the development of problem-solving skills in learners through critical thinking, self-direction, and practical application of knowledge. This study aims to improves the postgraduate immunology teaching to strengthen lifelong learning capacities by incorporating PBL and knowledge scaffolding.
Methodology:
In this study, PBL was implemented with thirty postgraduate students enrolled in the Immunity to Infectious Diseases course. Students were divided into three small groups and engaged in collaborative problem-solving by analyzing immunology research papers and constructing domain-specific mind maps. These were later integrated into a comprehensive class-wide mind map, with data collected through structured feedback forms.
Results:
Out of the 30 feedback forms distributed to participants, 29 (97%) were returned and used for analysis. The majority reported that small-group activities encouraged idea sharing (87%), class-wide integration boosted confidence (83%), and the exercise enhanced problem-solving skills (80%). Moreover, students also valued teacher guidance (90%) and recommended continuation of the activity (93%). Further the facilitator's notes confirmed higher engagement compared with lecture-based sessions.
Conclusion:
The findings suggest PBL supported by scaffolding promotes confidence, collaboration, and self-directed learning in postgraduate immunology.
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