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

Impact of WIUT Library Activities on Labour Market Outcome

This paper investigates the impact of the Learning Resource Centre activities of Westminster International University Tashkent (WIUT) graduated students on the labour market outcome. WIUT library provides a learning envi...

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...

Assessment Effectiveness and Anxiety: Students´ Perception

Traditional methods of assessing university students' speaking and writing abilities, especially those in creative design fields, can be perceived both impractical and monotonous. This study aims to show college students...

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...

Can Mentimeter Enhance University Student Participation in Taught Sessions?

There has been much research looking into the link between active engagement and learning in higher education students. This article presents an action research study that was conducted using a qualitative method to eval...

Download PDF file
  • EP ID EP745497
  • DOI https://doi.org/10.33422/ijhep.v1i1.13
  • Views 50
  • Downloads 0

How To Cite

Christin Voigt, Linda Blömer, Uwe Hoppe, (2020). Analysing the Cumulative Hierarchy of the Taxonomy of Learning Objectives in Flipped Classroom. International Journal of Higher Education Pedagogies, 1(1), -. https://europub.co.uk/articles/-A-745497