Using JIGSAW in Engineering Courses to Practice collaboration in Class room

Abstract

In contemporary engineering education, collaborative techniques have been shown to create more substantial and enduring knowledge among students. The shift from solitary learning to group-based learning has posed a significant challenge, especially when individuals need to effectively communicate and collaborate with their peers in both industrial and social contexts. This paper delves into a practical, collaborative activity implemented within the undergraduate Power Systems course in the Electrical Engineering curriculum, employing the Jigsaw method. It provides a comprehensive overview of the activity, detailing the challenges encountered and the solutions and recommendations devised to address these issues in both small and large classroom settings. The case study conducted demonstrates how the Jigsaw technique enhances students' understanding and retention of the course material, thereby improving overall learning outcomes.