Scripted Collaborative Learning Using the Modified Jigsaw Method: An Empirical Study

2016 ◽  
pp. 115-127
Author(s):  
Lanqin Zheng
Keyword(s):  
Collaborative Learning ◽  
Empirical Study ◽  
Jigsaw Method

Expanding the Traditional Classroom Through Computer Technology: Collaborative Learning in Graduate Social Science Courses

2012 ◽  
Author(s):  
Noriah Mohd. Ishak ◽  
Siti Rahayah Ariffin ◽  
Rosseni Din ◽  
Aidah Abd Karim
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
Teaching Techniques ◽  
Mediated Communication ◽  
Science Courses ◽  
Jigsaw Method ◽  
Higher Institutions

Kertas kerja ini membincangkan penggunaan teknologi komputer untuk memperluaskan corak pengajaran dan pembelajaran bilik darjah tradisional. Perbincangan akan berpandukan beberapa isu mengenai teknik yang digunakan di institusi pengajian tinggi. Persoalan-persoalan yang dibangkitkan ialah (i) mengapakah teknik baru diperlukan untuk pengajaran dan pembelajaran pelajar-pelajar siswazah di institusi pengajian tinggi? (ii) apakah teknik semasa tidak mampu memberi pemahaman yang mantap di kalangan pelajar siswazah? (iii) teknik pengajaran manakah yang dapat memenuhi keperluan inkuiri minda pelajar siswazah untuk menggarap ilmu tanpa sempadan? (iv) apakah cabaran-cabaran yang dihadapi oleh pensyarah-pensyarah dalam penstrukturan semula kursus menggunakan teknik baru? Kertas kerja ini juga akan membincagkan kaedah JIGSAW sebagai strategi yang boleh digunakan dalam pembelajaran kolaboratif melalui teknologi komputer. Kata kunci: Kolaboratif; komunikasi berperantarakan komputer; kelas elektronik; kemahiran interpersonal; JIGSAW II This paper discusses the use of computer technology in expanding the traditional college classroom. The discussion is guided around several issues concerning teaching and learning techniques in higher education institutions. Questions raised in the discussion are: (i) why are new teaching techniques needed in teaching and learning among graduate students of higher institutions? (ii) are the traditional teaching techniques in sufficient to ensure academic understanding among graduate students? (iii) which teaching techniques do accommodate students´ curiosity in acquiring borderless knowledge? and (iv) what are the challenges facing lecturers in structuring course curriculum using the new techniques? The paper also discusses the JIGSAW method as a strategy that could be used in collaborative learning via computer technology. Key words: Collaborative, computer mediated communication, electronic classroom, interpersonal skill, JIGSAW II

scholarly journals THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY

2015 ◽  
Vol 14 (2) ◽  
pp. 237-253
Author(s):  
Ahmet Tekbiyik
Keyword(s):  
Decision Making ◽  
Collaborative Learning ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Nuclear Power ◽  
Power Plants ◽  
Nuclear Energy ◽  
Decision Making Processes ◽  
Jigsaw Method ◽  
Science Teacher Training

This research examines the influence of Jigsaw, which is a collaborative learning (CL) method, on students’ views and decision-making processes concerning the use of nuclear energy. The research included 60 fourth-year undergraduate students attending the science teacher training program of a university in Turkey in the 2013–2014 academic year. In the research, firstly an attempt was made to provide students with scientific literacy on the subject through Jigsaw method. Then the groups formed for the Jigsaw method created argumentative texts in which they expressed their views. In the end, the students developed positive attitudes and supported the establishment of nuclear power plants in Turkey. They had negative views about the use of nuclear energy before teaching. Their views turned to positive after teaching to a great extent. It was seen that gaining enough knowledge to do logical reasoning through teaching was influential on their capability to reach positive decisions. Furthermore, it was revealed that decision-making processes are affected by variables such as scientific literacy, awareness, and suggestions for reducing risks. Key words: collaborative learning, Jigsaw, nuclear energy, socio-scientific issues.

Collaboration and Pervasiveness

2005 ◽  
pp. 369-390 ◽  
Author(s):  
Kazuhiko Shibuya
Keyword(s):  
Collaborative Learning ◽  
Learning Community ◽  
Learning Style ◽  
Semantic Technologies ◽  
Computer Supported Collaborative Learning ◽  
Effective Learning ◽  
Ubiquitous Environment ◽  
Ubiquitous Computation ◽  
Jigsaw Method ◽  
Collaborative Activities

This chapter attempts to contribute toward exploring fundamental conceptualization on collaboration and pervasiveness in education. An assigned task is to clarify my concepts on collaborative learning based on ubiquitous computation and Semantic Web perspectives by means of more originated ways. Collaborative activities and computer-supported collaborative learning (CSCL) per se consists of various needs to encourage motivation and understandings of each student in more effective learning style and environment. We can recognize that collaborative learning in a ubiquitous environment can provide more interactive, experiential, spatiotemporal, and distributed aspects for anyone who wants to know information and solve educational tasks coordinating with others at any time. Then, I would like to show my design of the ubiquitous jigsaw method and self-organizing networks in the learning community. Further, I concentrate on exploring possibilities of collaborative learning with semantic technologies which allows to inspire and facilitate a more reciprocal exchange among affiliated relationships in a ubiquitous environment. Finally, I will discuss these topics.

An Empirical Study of Internet-Based Collaborative Language Learning in China

2014 ◽  
Vol 926-930 ◽  
pp. 4447-4451
Author(s):  
Feng Jun Yu
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Empirical Study ◽  
Language Learning ◽  
The Internet ◽  
Online Learning Environment ◽  
Learning Effects ◽  
Whole Process ◽  
Collaborative Language ◽  
Primary Form

Internet-based collaborative learning is a great aid to the language learning and has been a primary form of Web-supported instruction, but because of the complex online learning environment, it is not easy for the teachers to design and organize a highly effective Internet-based collaborative learning model. The empirical study in this paper aims to explore the effective and efficient process of carrying out the Internet-based collaborative learning. It is suggested that the whole process be divided into four phases and the four phases of the process be regularly evaluated to help the teachers to find the problems and accordingly perfected to help the students to achieve satisfying learning effects.

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