With the traditional jigsaw technique, small groups are formed with each student having a piece of information needed to complete the assignment. Next, groups of students with the same information meet to explore their material before returning to their home group to complete the assignment. This study sought to determine the efficacy of a modified jigsaw form where students received their individual material two days before class discussions and submitted preparatory work, therefore omitting the opening group. This modified jigsaw was used in two online courses, one synchronous and one asynchronous. A random sample of 50% of the jigsaw assignments from the synchronous class (n = 15) and the asynchronous class (n = 20) were coded utilizing Bloom's revised taxonomy (Anderson & Krathwohl, 2001) and Fink's (2013) learning types as predetermined codes. Online jigsaws were then compared to each other, then to a recent face-to-face-application (n = 110). Results were generally positive. All three indicated Bloom's applying level but with both online jigsaws significantly higher than the face-to-face sample, F(2,793) = 16.282, p = <0.001. Concerning learning types, both online classes produced the expected integration of materials necessary for the jigsaw. However, the asynchronous jigsaw mean was significantly lower than the synchronous one, and neither differed significantly from the face-to-face section. Concerning student satisfaction, all three sections were positive, scoring well over 4.0 out of 5.0, though the asynchronous application was significantly lower than the face-to-face group. Multiple examples from the assignments are used to further elaborate the results.