Analysing the Cumulative Hierarchy of the Taxonomy of Learning Objectives in Flipped Classroom
Journal Title: International Journal of Higher Education Pedagogies - Year 2020, Vol 1, Issue 1
Abstract
The emergence of digital learning formats influences the planning and structuring of digital teaching. Especially in times of the Corona Pandemic, when many universities remain closed, new digital learning concepts are emerging that can be integrated into face-to-face teaching in future. In this context, old teaching formats are often revised and questioned. But while technology only determines the form of collaboration, the real quality of learning depends on cognitive trials that the teacher addresses to the students. To classify these trials, a teacher can use Bloom's revised taxonomy, which ranks Learning Objectives in a six-level order and assumes a cumulative hierarchy: achieving a required Learning Objective level includes all lower levels. Especially in blended learning scenarios, such as a Flipped Classroom, this theory can be used to develop the course structure and to form exam questions. However, the applicability of the cumulative hierarchy is controversial in the literature and is rarely analysed in blended learning courses. Our goal is therefore to verify the cumulative hierarchy in a Flipped Classroom Course and derive recommendations for action. Therefore, we use a quantitative written survey. Since the analysis is based on the students' perceptions, these are verified by correlation analysis with the actual exam results and the awareness of contents and activities. Afterwards, the cumulative hierarchy is tested by regression analysis of the different levels of Learning Objectives. As a result, it could be confirmed for all levels, but not always by direct but often by indirect influences of other levels.
Authors and Affiliations
Christin Voigt,Linda Blömer,Uwe Hoppe,
Keywords
Related Articles
- EP ID EP745497
- DOI https://doi.org/10.33422/ijhep.v1i1.13
- Views 57
- Downloads 0
The Metaverse Design and Evaluation in Product Design and Development
The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students ha...
Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde
This qualitative study, employing focus group discussions as the primary research method, delves into the imperative of inclusive education at De La Salle College of Saint Benilde (DLS-CSB), aligning with its "Benilde fo...
A Critical Analysis of Reading Comprehension Tactics: Theoretical and Educational Implications
The review paper addresses classroom and non-classroom reading comprehension strategies and their theoretical foundations. Reading techniques include critical analysis and reflection on text structure and content to expa...
Teacher Training Systems in Three Countries (Finland, France and Morocco): Comparative Study of Professionalization Models and Their Challenges
Teacher training is still a problematic subject in projects to reform education systems. Through the quest for quality education, it has experienced major changes in different contexts in connection with the process of "...
Exploring Teaching Strategies to Bridge the Educational Equity Gap in Higher Education Mathematics for Minoritised Ethnic Students
This study investigates seven teaching methods designed to mitigate academic disparities in mathematics among undergraduate students from minoritised ethnic backgrounds in higher education through meta-analysis. This aim...