Objectives This study aimed to confirm the effect of jigsaw model cooperative learning combined with the lecture class on self-directed learning ability and academic self-efficacy, and to explore the applicability to alternative teaching and learning methods.
 Methods Nursing students, 66 in the experimental group and 72 in the control group, participated in the study. In the experimental group, jigsaw model cooperative learning combined with the lecture class was conducted. Differences in self-directed learning ability and academic self-efficacy were compared between the experimental group and the control group. In the experimental group, changes in self-confidence about learning contents, peer evaluation and self-evaluation, and satisfaction with cooperative learning were examined.
 Results The jigsaw model cooperative learning combined with the lecture class had a significant effect on the improvement of self-directed learning ability (p=.003), but the difference in academic self-efficacy was not significant compared with the control group (p=. 144). The students who participated in the jigsaw model cooperative learning showed improved self-confidence (p<.001), high peer evaluation (4.49±0.51), self-evaluation (4.41±0.60), and satisfaction score (4.80±0.48).
 Conclusions The application of the jigsaw model cooperative learning combined with the lecture class increased self-directed learning ability, and showed positive effects on self-confidence and students evaluation and satisfaction with the jigsaw model cooperative learning operation process. Therefore, it is recommended that the jigsaw model cooperative learning is an alternative teaching and learning method that can be combined with lecture classes.