This document describes a study that used cooperative learning with a jigsaw model in a blended learning environment for a community pharmacy course. The study found that this approach increased interaction among students and between students and teachers. It also increased students' integration of knowledge as measured by pre- and post-tests. Students reported higher satisfaction with their learning experience due to opportunities for meaningful discussion, peer teaching, and flexible participation.

1. Enhance Interaction and Integration of
Knowledge using Cooperative Learning in
Blended Learning Environment
Anuchai Theeraroungchaisri, Roungpetch C. Sakulbumrungsil
Social and Administrative Pharmacy Department,
Faculty of Pharmaceutical Sciences, Chulalongkorn University

2. Topics
• Introduction
• Theory
• Context & Conceptual framework
• Instructional design
• Result and discussion
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3. Introduction
This presentation aims to
“Share practice about using technology for
enhancing the quality of learning by describing
the presenter’s research project that was
conducted in
‘Community pharmacy course’ for 5th year
undergraduate pharmacy student”
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4. 3300551 Community Pharmacy
Context of the course
• Period Nov 2011 – Feb 2012 (second semester 2011)
• “Required course” for 5th year pharmacy student that
take major track in Social and Administrative pharmacy
• 2 credit hours (1 lecture credits and 1 practice credit =
4 hours per week)
• 13 students enrolled in the course
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5. 3300551 Community Pharmacy
Learning objectives:
• Understand drugstore business model and management
Identify managerial aspects and describe good practice
of management in each aspect
• Analyze and compare the similarities and different
management practice among different types of drugstore
to understand key factors for managing each particular
drugstore
• Understand trends and issues in drug store
management
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6. Rational and Research Questions
From past years..
• Students learn by memorized content and can not integrate and
apply knowledge in the real world
• Students do not engage in the learning process, take “passive role”
How to design instruction to
• Let students understand and can integrate knowledge
to the level that can apply to the real situation
• let students active and engage in learning
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7. Theory…
• Blended learning environment
• Cooperative learning : Jigsaw model
• Interaction in learning
• Integration of knowledge
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8. Blended learning environment
Classroom Online Virtual Classroom
(Learning Management System)
 Chain dialogue  Flexible time/place
 Immediate response  More time for learning
 Human touch (more activities
Social presence)  Keep records (content/
message /comment)
 Fix time / fix place  Enable tracking for
 Less time for learning assessment / evaluation
activities (due to  More interaction
limited time/ (due to more time and
student nature) more comfortable to speak
 Less interaction
 Discontinuous dialogue
 Deferred response
 Less social presence
Combine the best of both worlds = Blended Learning
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9. Cooperative learning
Cooperative learning is the
instructional use of small groups
so that students work together to
maximize their own and each
other’s learning. (Johnson,
Johnson, & Holubec 1998 p.1:5).
Cooperative learning is an
arrangement in which students
work in mixed ability groups and
are rewarded on the basis of
the success of the group"
(A.Woolfolk, 2001, p.340).
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10. Cooperative learning: Jigsaw model
The jigsaw classroom is a cooperative learning technique.
Just as in a jigsaw puzzle, each piece—each student's part--is
essential for the completion and full understanding of the final
product.
Group members must work together as a team to accomplish
a common goal; each person depends
on all the others.
The jigsaw process encourages listening, engagement, and
empathy by giving each member of the group an essential
part to play in the academic activity.
This "cooperation by design" facilitates interaction among all
students in the class, leading them to value each other as
contributors to their common task.
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11. Learning Interaction
How?
Interaction Supporting Interaction
discourse
with Peer with Content
Learning
Setting Selecting
Climate content
Interaction
with Instructor
Karen Swan (2004) learning effectiveness in terms of
three different types of interaction in online courses
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12. Integration of knowledge
• Learning from small content /artifact
• Interpreting and gain understanding
• Cumulative knowledge to big picture
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13. Meaningful learning
Meaningful learning: students
Active
must be engaged active, intentional,
constructive, cooperative in
“an authentic task”
Intentional Constructive
Jonassen, D., Howard, J., Morra, R.M., Crismand,
D. (2008) Meaningful learning with technology 3rd ed
Pearson New Jersey
Authentic Cooperative
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14. Research Questions
• Does cooperative learning in blended learning
environment with meaningful tasks increase interaction
among students and interaction between student and
teacher ?
• Does cooperative learning in blended learning
environment meaningful tasks increase integration of
knowledge ?
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15. Conceptual framework
Quasi-Experimental แบบ One group pretest-posttest design
Collaborative Learning Interaction
learning: Jigsaw
Cooperative
Blended
Learning in Integration of
Blended Learning
Knowledge
Community
Pharmacy
Meaningful course
Satisfaction
Learning

16. Research Instruments
• Learning Management System: Moodle 1.9
– Webboard
– Wiki
– Concept map
• Measuring instruments
– Pre-post test
– Learning behavior (attendance in classroom/online)
– Learning interaction (quantity and quality of posting messages,
reflective thoughts, discussions, comments)
– COLLES survey form
– Course evaluation form
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17. Drugstore Aspects
Drugstore Location analysis Financing and
General information Merchandizing Human resources Marketing and Sale
Co-operative learning
Topic group 1 Topic group 2 Topic group 3 Topic group 4
“Jigsaw model”
Home group 2
Home group 1 Study and interview
Rungreung =
Study and interview
Boots =
Home group 3
Study and interview
GPO =

18. Location analysis Financing and
General information Merchandizing Human resources Marketing and Sale
Topic group 1 Topic group 2 Topic group 3 Topic group 4
 “Topic group” - - - - - Wiki - - - - - -  ”Topic group”
Co-operative learning
analyze and Boots present in the
classroom
summarize
“Jigsaw model”
data Then share
to all GPO
 The whole
class integrate
Rungreung
new knowledge
with previous
Synthesis knowledge
 Share data on
Wiki
 Every week
student do reflective
thought, comment on
peer thoughts
 Each group survey
and interview drugstore
 All students brainstorm
questions
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24. Result: Learning Interaction (1)
P<0.01 P<0.05 P<0.01
20
18 Prefer
16 คาดหวัง
14 พบว่า
12 Actual
10
8
6
4
2
0
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25. Result: Learning Interaction (2)
Discussion on Webboard about Reflective thought
Students discussed more than minimum requirement 84.61 %
Students discussed less than minimum requirement 15.39 %
Discussion on Webboard about survey and interview questions
Students discussed more than minimum requirement 69.23 %
Students discussed less than minimum requirement 30.77%
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26. Result: Learning Interaction (3)
ความคิดเห็นในแบบสอบถามความพึงพอใจหลังเรียน
• " บรรยากาศในห ้องเรียนก็ดมากค่ะ อาจารย์ใจดีน่ารักเป็ นกันเอง เพือนๆสนุกสนาน มี
ี ่
ความสุขเมือถึงคาบเรียนวิชานี้"
่
• "ได ้ปฏิบตจริง มีการอภิปราย สามารถนาไปใชได ้จริง"
ั ิ ้
• "ได ้เรียนรู ้ว่า การเปิ ดร ้านยาจะต ้องคานึงถึงปั จจัยอะไรบ ้าง ได้แลกเปลียนความคิด
่
่ ี ้ ้
ก ับเพือน ในด้านต่างๆทาให้มความรูกว้างขวางมากขึน ได ้เรียนรู ้จากร ้านยา
ี ้
หลายๆแบบว่ามีข ้อดี ข ้อเสย อย่างไรบ ้าง จนสามารถนาไปใชได ้ในอนาคตได ้"
• "ฝึ กคิดอย่างเป็ นระบบ ฝึ กการทางานเปนทีม มีความคิดริเริมสร ้างสรรค์มากขึน"
็ ่ ้
• ึ่ ้
"ได ้เปิ ดความคิดนอกกรอบ ซงถือว่าได ้นาความรู ้ไปใชบริหารงานจริงทีดมากๆ ่ ี
• มองเห็นภาพรวมของร ้านยารูปแบบต่างๆ ทราบถึงความเหมือนความต่างของร้าน
ยา
• ั
"เห็นภาพชดเจน (เห็นเป็ นรูปธรรม) มีการเปรียบเทียบร้านทีแตกต่างก ันทาให้มอง
่
ภาพความได้ดขน" ี ึ้
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27. Result : Integration of Knowledge
35
P<0.01 Pre-test
30 ก่อนเรี ยน
หลังเรี ยน
25 Post-test
20
15
10
5
0
คะแนนทดสอบความรู้
Test Score
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28. Result: Student satisfaction
P<0.01 P<0.05 P<0.01 P<0.268 P<0.01 P<0.088
20
18 Prefer
16 คาดหวัง
14 พบว่า
12 Actual
10
8
6
4
2
0
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29. Discussion and Summary
Learning Interaction was increased because
- Cooperative learning: jigsaw method induces
discussion
- Meaningful learning use authentic case motivate
student to learn and share
- Blended learning environment provides more
opportunity for share idea, comment and discussion
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30. Discussion and Summary
Integration of knowledge was increased because
- Meaningful learning uses authentic case let student
engage with the topics there were assigned and
curious to find out relevant information
- Cooperative learning: jigsaw method force
responsibility
from each “topic group” since their have to
integrate their knowledge to become the
complete knowledge for managing them
“Home group” drugstore
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31. Discussion and Summary
Student satisfaction was increased because
- Meaningful learning lets them gain relevant knowledge
for their profession
- Cooperative learning: jigsaw method lets them gain
more comments, discussions from peer and teachers
- Blended learning lets them have more opportunity to
share, discuss and get comment from peers including
teachers. Also let them have flexible time for
participating in learning
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