Abstract

In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.

Citation

Pozzi, F. (2010). Using Jigsaw and Case Study for supporting online collaborative learning. Computers & Education, 55(1), 67-75. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/66588/.

Keywords

• case studies
• Comparative Analysis
• Computer Assisted Instruction
• computer mediated communication
• computer-mediated communication
• Cooperative learning
• Cooperative/collaborative learning
• Discussion Groups
• electronic learning
• evaluation methodologies
• Group Discussion
• Instructional Effectiveness
• interaction
• Interaction Process Analysis
• Learning Activities
• Learning Processes
• online courses
• pedagogical issues
• teaching methods
• Teaching/Learning Strategies