Jigsaw Learning Strategy Using the Breakout Room Feature in Zoom Meetings

This research investigates the feasibility and challenges associated with implementing the jigsaw learning strategy using the breakout rooms feature in zoom meetings. The action research design was used. The sample consists of a total of 65 students in 3 classes of the Physical Education, Health and Recreation study program, Faculty of Sports and Health, Ganesha University of Education. Data were collected from the sample in the third semester for the 2020/2021 through observations, interviews, and questionnaires with Google form. The stages include pre-learning, introduction- the main zoom room, the original group I-breakout rooms from I, the expert group-breakout rooms, the original group II- breakout rooms from II and closing-the main zoom room. The 6 stages were further elaborated into 17 steps. Quantitative descriptive technique was used to analyze the data collected through questionnaires. The results showed that: 1) jigsaw learning strategy to conduct breakout room features in zoom meetings was feasible and easy to be applied in online learning, 2) jigsaw learning strategy can use as a reference for the implementation of meaningfull online learning. However, further research needs to statistically determine the effectiveness of the jigsaw teaming strategy by using the breakout rooms feature in zoom meetings.

Experience Report on the Use of Breakout Rooms in a Large Online Course

In this paper, we present our experience with the use of breakout rooms in a second year undergraduate Software Design course at a large North American institution. Following the switch to remote instruction during the coronavirus pandemic, we revamped our in-person Software Design course to be delivered as a flipped online course, making extensive use of in-lecture exercises completed during breakout rooms. We report on the structure and logistics of this lecture design (for a large class of 300+ students). To gain insights into the impact of the use of breakout rooms on student experience, we conducted weekly student surveys asking for feedback on the lectures and specifically on the use of breakout rooms. Although many students had positive feelings regarding the use of breakout rooms, a significant percentage of students (an average of 47% of the survey responses each week) expressed negative feelings toward them. In an end-of-term survey, we specifically asked students about what they felt worked best for breakout rooms in terms of group size and pre-assigned versus randomized groups, and if there were any other areas that they felt needed improvement. Some of the patterns we observed were that most students liked smaller groups (2-5 people), preferred staying in the same group throughout the semester, and enjoyed the use of breakout rooms as long as others in their room were active participants. We share the details of these survey results as well as the tips and lessons that we learned through this experience. © 2022 ACM.