Analysis of Dictogloss Tasks using Bloom’s Digital Taxonomy based on Digitalized Collaborative Work

Abstract

Associated with Web 2.0 pedagogy, this study aimed to investigate how learners’ cognitive skills can be processed in dictogloss in terms of Bloom’s digital taxonomy. Sixty-four university students participated in the study with three different types of dictogloss. The overall result of this study demonstrates that dictogloss stimulates lower- and higher-order thinking skills. Specifically, the study finds two crucial points to develop a well-balanced cognitive domain: First, dictogloss enables learners to utilize diverse digital learning actions in digitalized collaborative learning contexts, such as uploading, collaborating, and networking. Second, different modes of online learning delivery (i.e., synchronous and asynchronous modes) promote different levels of the thinking skills applied in the learning process. Based on these findings, the crucial implication could be drawn that dictogloss could stimulate and improve learners’ various levels of cognitive process when it is accompanied by a synchronous learning module owing to its immediate interaction in a digitalized collaborative work.