Jigsaw teaching method for collaboration on cloud platforms

Chang, Wei‐Lun; Benson, Vladlena

doi:10.1080/14703297.2020.1792332

Cited by 28 publications

(23 citation statements)

References 48 publications

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“…Collaborative learning is proven to provide positive learning outcomes for students (Raphael et al, 2012;Schniedewind & Salend, 1987). This is also in line with the results of research (Chang & Benson, 2020;Rahayu et al, 2018;Wheeler & Pannell, 1973) which states that collaborative testing improves student behavior and attitudes. Collaborative learning is proven to provide positive learning outcomes for students (Anindita & Satoto, 2017).…”

Section: Introductionsupporting

confidence: 79%

“…Methods: All medical students (n = 3080. Collaborative learning is a learning approach that involves many students joining together in groups to identify discrepancies in individual abilities and thinking (Chang & Benson, 2020). The success of collaborative learning in various contexts is a challenge not only for the dominant economic model society, but also for the dominant learning and education model (Araya & Peters, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…The score their party received. Jigsaw provides multiple coordinated views of document entities with particular emphasis on visually illustrated connections between entities across different documents (Chang & Benson, 2020;Clapper, 2015)along with a description of how these two important learning theories may be applied to improve simulation-based instruction. Findings.…”

Section: Introductionmentioning

confidence: 99%

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The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

2022

pegegog

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This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% (α = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes. Learning outcomes varied between groups of students who were taught using the collective learning model and groups of students who were taught using the exploratory model, different results were obtained. Learning outcomes varied between groups of students with high levels of learning discipline and groups of students with low levels of learning discipline. Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as studentcentered learning. Especially in the message design course.

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Section: Introductionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

2022

pegegog

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“…That is, Chinese students expected to have a dialogue about other topics and socialize more rather than being task-oriented but found their American counterparts were more focused on the task which affected their intrinsic motivation negatively. However, cultural differences according to Chang and Benson [80] positively influenced both individual and group learning, and social connectedness.…”

Section: Discussion Of the Main Findingsmentioning

confidence: 97%

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021

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Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

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“…Students not only learn the material but also required to present their assigned material to the group members (Halley et al, 2013). Consequently, they will depend on each other and need to cooperatively collaborate to achieve the learning objectives (Chang & Benson, 2020;Karacop & Diken, 2017;Şahin, 2010;Tekbiyik, 2015). Community learning strategy through a jigsaw can improve learning achievement and students' understanding (Tran & Lewis, 2012).…”

Section: Introductionmentioning

confidence: 99%

Jigsaw as a community learning strategy: Improving students' social attitudes in digestive system material

Septiani

Paidi

Syamsurizal

et al. 2020

JPBI

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Social attitudes are needed by students in improving communication and collaboration skills in the 4.0 industrial revolution era. This study aimed to identify the effect of the jigsaw learning model as a community learning strategy on students' social attitudes in digestive system material. This quasi-experimental research was using a non-equivalent pretest-posttest control group design. The population used was eighth-graders in Padang. The samples involved were two groups selected through a simple random sampling technique. The instrument used was observation sheets to measure four aspects of social attitudes, including social discipline, tolerance, self-confidence, and collaboration. Data were analyzed using one-way ANCOVA. The result showed that the jigsaw as a community learning strategy has a significant effect on students' social attitudes (p-value < 0.05). As a recommendation, the jigsaw learning model can be applied to promote students' social attitudes.

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Jigsaw teaching method for collaboration on cloud platforms

Cited by 28 publications

References 48 publications

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

Jigsaw as a community learning strategy: Improving students' social attitudes in digestive system material

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