Abstract
Due to the development of COVID-19, governments are forced to close educational schools to control the prevalence of this disease. In other words, COVID-19 leads to an important change in pedagogy and learning all over the world. The present study aimed to examine the impact of the flipped-jigsaw learning classroom on Primary students’ autonomy and engagement through two different approaches of teaching (i.e. Social Network and Face-to-face training) then, explore students’ perceptions and opinions toward the flipped-jigsaw learning approach during the prevalence of Covid-19. The present study is based on the quasi-experimental design which is conducted for 60 primary students who had studied in the first year of study in 2020–2021 in a primary school in Tehran. One group was educated in a traditional (face-to-face) class that was deprived of the Internet and the students performed their homework at their home, whereas the other group was educated utilizing flipped-jigsaw learning classroom through the social network. Before and after treatment, all the participants filled out the learner’s autonomy and engagement questionnaires which served as the pre and post-tests. The researchers utilized covariance analysis (ANCOVA) to answer the research questions. The results showed that the students’ level of autonomy and engagement in the experimental group increased compared to the performance of the students in the control group. Due to the COVID-19, educational institutions could utilize virtual learning, and the flipped-jigsaw learning classroom to improve students’ autonomy and engagement in the E-learning context.
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Larsari, V.N., Keysan, F., Wildova, R. (2022). An Investigation of the Effect of Flipped-Jigsaw Learning Classroom on Primary Students’ Autonomy and Engagement in E-Learning Context and Their Perceptions of the Flipped-Jigsaw Learning Classroom. In: Motahhir, S., Bossoufi, B. (eds) Digital Technologies and Applications. ICDTA 2022. Lecture Notes in Networks and Systems, vol 455. Springer, Cham. https://doi.org/10.1007/978-3-031-02447-4_39
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