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Knowledge Building and Regulation in Computer-Supported Collaborative Learning pp 115–127Cite as

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

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Part of the book series: Perspectives on Rethinking and Reforming Education ((PRRE))

Abstract

Free collaboration cannot necessarily result in successful collaborative learning. This study explored scripted collaborative learning in the shared space facilitated by Cmaptools. The purpose of this study was to examine the effectiveness of the modified jigsaw method. In contrast with the traditional jigsaw method, the modified jigsaw can establish common ground and shared cognition. An experiment was conducted in the lab to evaluate the effects of the modified jigsaw. The experimental results indicated that the modified jigsaw was more effective than the traditional jigsaw in terms of enhancing group performance, task cohesion, and collective efficacy. The implications for practice and future studies are also discussed in detail.

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Authors and Affiliations

  1. Faculty of Education, Beijing Normal University, Beijing, China

    Lanqin Zheng

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  1. Lanqin Zheng
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Correspondence to Lanqin Zheng .

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Zheng, L. (2017). Scripted Collaborative Learning Using the Modified Jigsaw Method: An Empirical Study. In: Knowledge Building and Regulation in Computer-Supported Collaborative Learning. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1972-2_8

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  • DOI: https://doi.org/10.1007/978-981-10-1972-2_8

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-1970-8

  • Online ISBN: 978-981-10-1972-2

  • eBook Packages: EducationEducation (R0)

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