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 45
- Downloads 0
A Postcolonial Curriculum Investigation in the Course “Instrument – Acoustic Guitar” of the Federal University of Bahia
Regardless of the field, the establishment of a curriculum is intrinsically connected with discussions that incorporate struggles from broader social contexts. A scrutinizing analysis of a music course’s curriculum can d...
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...
Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography
In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and...
A Deep Dive into Accreditation: Using Action Research to Assess and Evaluate a Teacher Education Program
Continuous assessment in the fields of teaching and education is a must for faculty in higher education as well as the teaching candidates they instruct. Such assessment requires a deep dive into practice and policy alon...
Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education
The prevalence of the lecture method in university education prompts an inquiry into its adoption, whether driven by demonstrated effectiveness or individual instructor preferences. This study aims to elucidate critical...