Learning historical periods with the Jigsaw Classroom in virtual teacher training

Abstract

In this article, we present a study that combines the learning of historical periods with cooperative learning through the Jigsaw classroom technique in teacher training. The virtualization of university classes due to the COVID-19 pandemic allows us to investigate whether the Jigsaw classroom is a viable option for virtual cooperative learning of historical periods. This research follows a structural approach and has been conducted in four phases: literature analysis; method adaptation and creation of the learning phases of the historical periods; application and data collection; and quantitative and qualitative analysis of students’ perceptions (n=57) using the Atlas.ti program and a SWOT matrix to identify Strengths, Weaknesses, Opportunities, and Threats of the virtual Jigsaw classroom learning. The results suggest that such a virtual cooperative method is certainly useful for learning historical periods and, moreover, promotes inclusion, motivation, and individual responsibility. Furthermore, the study identifies three different typologies of group learning within this complex method, distinguishing cooperation from collaboration.