Practice of Jigsaw Method with Zoom and Moodle

A Consideration of Questionnaire Results from Japanese and International Students

Abstract

　This paper reports on an application of the jigsaw technique to online classrooms. In an online flipped classroom using Zoom and Moodle for Japanese communication, two types of group learning were utilized: non-jigsaw and jigsaw, using the breakout room on Zoom. In the face-to-face jigsaw method, there were problems involving movement between groups, variability between groups, and teacher intervention. Movement between groups was improved by adding a new Zoom function, and, inter-group variability was improved by creating questions and quizzes for students on Moodle. Teacher intervention included patrolling the breakout room, and Moodle reflections were handled individually. Student surveys indicated that the jigsaw method was superior in all aspects including preparation, presentation, and understanding. The online jigsaw method was found to be effective, although there were issues such as securing time for group learning and methods of teacher intervention.