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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2508.16770 |
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| _version_ | 1866911118523367424 |
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| author | Martin, Daniel San Manzano, Carlos de Camargo, Valter Vieira |
| author_facet | Martin, Daniel San Manzano, Carlos de Camargo, Valter Vieira |
| contents | Abstract concepts like software design patterns and the OSI model often pose challenges for engineering students, and traditional methods may fall short in promoting deep understanding and individual accountability. This study explores the use of the Aronson Jigsaw method to enhance learning and engagement in two foundational computing topics. The intervention was applied to two 2025 cohorts, with student progress measured using a Collaborative Learning Index derived from formative assessments. Final exam results were statistically compared to previous cohorts. While no significant correlation was found between the index and final grades, students in the design patterns course significantly outperformed earlier groups. Networks students showed more varied outcomes. Qualitative trends point to cognitive and metacognitive gains supported by peer teaching. The Jigsaw method encourages collaborative engagement and may support deeper learning. Future work will explore the integration of AI-based feedback systems to personalize instruction and further improve learning outcomes. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_16770 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Do Students Learn Better Together? Teaching Design Patterns and the OSI Model with the Aronson Method Martin, Daniel San Manzano, Carlos de Camargo, Valter Vieira Computers and Society Abstract concepts like software design patterns and the OSI model often pose challenges for engineering students, and traditional methods may fall short in promoting deep understanding and individual accountability. This study explores the use of the Aronson Jigsaw method to enhance learning and engagement in two foundational computing topics. The intervention was applied to two 2025 cohorts, with student progress measured using a Collaborative Learning Index derived from formative assessments. Final exam results were statistically compared to previous cohorts. While no significant correlation was found between the index and final grades, students in the design patterns course significantly outperformed earlier groups. Networks students showed more varied outcomes. Qualitative trends point to cognitive and metacognitive gains supported by peer teaching. The Jigsaw method encourages collaborative engagement and may support deeper learning. Future work will explore the integration of AI-based feedback systems to personalize instruction and further improve learning outcomes. |
| title | Do Students Learn Better Together? Teaching Design Patterns and the OSI Model with the Aronson Method |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2508.16770 |