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,
Psychosocial Well-Being among Undergraduate Students in Hong Kong and Kazakhstan
This paper aims to provide comparative insights into the psychosocial well-being of Hong Kong and Kazakhstan undergraduate students, focusing specifically on the role of ethnicity and gender. The existing body of literat...
Exploring student teachers’ experiences of engaging in Hands of the World, a contextualised global intercultural eTwinning project
This paper considers the impact of student teachers’ participation and engagement in the award-winning eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50...
Deeper Than Reason
This article chronicles factors contributingto the neglect of the assessment of practical forms of knowledge in Vocational Education and Training (VET) in England. It illustrates how older, more coherent concepts of form...
Future of Teaching Phraseological Units on Higher Education Level: Taming the Tongue or Raising Motivation of Students?
Eager interest of teaching phraseological units is still high, though English language tries to adapt new reality, be more simply to communicate without complex constructive sentences or combined and too long words. In t...
The Eurovision University Study Unit and its pedagogic value: A critical evaluation of public and media reaction towards innovation in higher education
In 2016 the University of Malta launched a study unit called âInterpreting Music Culture: Multimodality and the Eurovisionâ. The course intended to serve as a first step through which higher education students would...