Learn at a Distance

A learning strategy you might find effective is an adaptation of the Jigsaw approach. Jigsaw was developed in the early 1970’s by Elliot Aronson. This short video describes a version of the Jigsaw approach adapted for live online sessions. It requires less movement between groups and includes an optional assessment step. The Adapted Jigsaw can also be used as a group learning strategy in asynchronous online courses.

A Jigsaw Presentation is a collaborative learning strategy designed to foster deep understanding, interdependence, and peer teaching. Developed by Elliot Aronson in 1971, the Jigsaw Method is rooted in social constructivist theories, emphasizing that students learn best when they actively engage in explaining concepts to others and integrating multiple perspectives into a shared understanding (Aronson & Patnoe, 1997). Unlike traditional lecture-based instruction, where students passively absorb information, a Jigsaw Presentation requires students to take ownership of their learning by becoming “experts” on specific subtopics and then teaching their peers. This method not only enhances comprehension but also promotes collaboration, communication skills, and critical thinking, making it particularly valuable for graduate-level discussions, interdisciplinary learning, and project-based coursework.

In a synchronous online setting, a Jigsaw Presentation typically unfolds in three structured phases. First, students are assigned different subtopics and placed into “expert” groups, where they research, discuss, and develop their understanding collaboratively in breakout rooms. Next, they transition into “teaching” groups, where each student presents their subtopic to peers who were assigned different areas of focus. Finally, students reconvene as a full class to synthesize the information, engage in discussions, and connect the pieces into a cohesive, big-picture understanding. This step is crucial, as it ensures that students not only gain expertise in their assigned area but also integrate the knowledge gained from their peers into a broader conceptual framework. Research suggests that jigsaw-based learning improves knowledge retention, increases motivation, and enhances students’ ability to synthesize complex information from multiple sources (Hanze & Berger, 2007).

When adapted to an asynchronous environment, a Jigsaw Presentation follows a similar expert-group and teaching-group structure, but instead of live presentations, students record their explanations and engage in peer review. In the expert phase, students conduct research and create video presentations, narrated slide decks, or multimedia explanations of their assigned subtopics. These materials are then shared in a dedicated discussion space, where peers review and respond with questions, feedback, and connections to their own subtopics. By watching, commenting on, and analyzing peer presentations, students build a more comprehensive understanding of the overarching topic while practicing higher-order thinking skills such as synthesis, evaluation, and application (Stahl, 2002). Unlike synchronous discussions, the asynchronous approach provides more time for reflection and deeper engagement, allowing students to process their peers’ contributions at their own pace.

One of the greatest strengths of the Jigsaw Presentation is its ability to promote active learning and reduce cognitive overload. Because students focus deeply on one subtopic before expanding their understanding through peer instruction, they avoid the superficial learning that often results from being exposed to large amounts of information at once. This method also helps combat disengagement in online learning, as students feel a greater sense of responsibility knowing that their peers rely on them to communicate key concepts effectively. Studies on cooperative learning indicate that jigsaw techniques increase student engagement, boost confidence in public speaking, and foster a sense of collective responsibility for knowledge construction (Slavin, 1995).

The Jigsaw Presentation model is widely applicable across disciplines. In STEM courses, it can be used to break down complex theories, problem-solving methods, or case studies in medicine, engineering, and environmental science. In social sciences and humanities, it is effective for historical analysis, ethical debates, or comparative studies, where students explore different perspectives before piecing them together. In business and law, the method works well for corporate case studies, policy reviews, and legal frameworks, where different teams examine distinct aspects of a problem before integrating their findings.

Ultimately, a Jigsaw Presentation transforms learning from a passive, instructor-driven process into an active, collaborative experience. Whether conducted synchronously through live breakout-room discussions and real-time presentations or asynchronously through recorded explanations and peer interaction, the jigsaw method ensures that students engage deeply with content, communicate effectively, and develop critical thinking skills essential for professional and academic success. By decentralizing knowledge and making every student a key contributor to the learning process, this approach fosters a rich, interactive classroom environment that prepares students for the collaborative, interdisciplinary nature of today’s professional world.

Further reading:

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom. Longman.

Hanze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student achievement: An argument for jigsaw cooperative learning. Learning and Instruction, 17(1), 29-41.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.

Stahl, G. (2002). Contributions to a theoretical framework for CSCL. Proceedings of the Conference on Computer Support for Collaborative Learning, 62-71.