{'fraction_non_alphanumeric': 0.01782042494859493, 'fraction_numerical': 0.0013708019191226869, 'mean_word_length': 5.083333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Using a Modified Jigsaw Technique in E-Learning Laboratory Classes for Engineering Students

In this paper, we discuss the use of the jigsaw technique in e-learning laboratory classes for mechanical engineering undergraduate students. The program Mechanical Engineering Online at Frankfurt University of Applied Sciences (FRA-UAS) makes it possible for students to combine studying for a university degree with work and family life. The main part of the tuition of the program takes place as web conferences, preferably in the evenings. Only 20% of the teaching requires the students to be present at the university, mostly during weekends. However, one common problem in the teaching of e-learning based courses is the high risk that the students who start the course will drop out. Some important factors influencing the dropout rate are, among many other factors, how actively the students are contributing to the learning process and how much responsibility they assume during the course. This paper describes how we can apply a modified version of the jigsaw cooperative learning technique in order to make the students actively and with a high level of responsibility participate in web conference based laboratory work in a course in basic natural sciences. The current study focuses on the settings and implementation of the web-based laboratory work. Furthermore, the first experimental in-class-usage has been completed and the outcome is discussed.