Using a modified online jigsaw technique to address covid-19 related topics during the pandemic lockdown.

In using the jigsaw technique (Aronson, 2021), groups are initially formed with each student having responsibility for one specific piece of information needed to complete the assignment. Next, expert groups of students with the same material are formed in order to explore their material and prepare to teach it to their peers. Finally, the original groups are reformed and students, each having a different piece of information, must work together to complete the assignment. This study sought to determine the efficacy of a modified online jigsaw where students received their material two days before the online jigsaw classes (one synchronous, one asynchronous) and prepared and submitted preparatory work. This allowed the class to start directly with the expert groups. Student feedback was used to determine student satisfaction with the assignment and a random sample of 50% of jigsaw assignment from two online classes was analyzed using a pattern-matching technique (Yin, 2013). These were coded utilizing the six levels of Bloom’s revised taxonomy (Anderson & Krathwohl, 2001) and six significant learning types (Fink, 2013) as predetermined codes. The online classes were compared to each other as well as to face-to-face classes using the same modified jigsaw (Anderson et al., 2022). Both classes produced a mean score indicating the applying level on the taxonomy, well above rote learning. Also, both online courses unexpectedly scored significantly higher than the face-to-face sample. Scores were similarly positive when coded for Fink’s (2014) significant learning experiences. Both online classes yielded a mean score indicating the prominence of integration learning, very fitting for the jigsaw assignment.