Utilization of Linguistic Aspects of Bloom’s Taxonomy in Blended Learning

Marcel Pikhart,Blanka Klimova

doi:10.3390/educsci9030235

Abstract

This paper presents findings from the practical implementation of Bloom’s taxonomy into the class of Intercultural Business Communication that has been taught for several years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The class utilizes blended learning, and recently, Bloom’s taxonomy has been introduced into the online course. Research I tests the students’ satisfaction with the class before introducing Bloom’s taxonomy, and Research II tests the students’ satisfaction with the new approach using the Bloom’s taxonomy. The findings are as follows: the students realized the difference after the implementation of Bloom’s taxonomy into the online course; moreover, the students also evaluated the new course in a much more positive way than the previous one. Bloom’s taxonomy, therefore, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation. As a consequence, blended learning courses using Bloom’s taxonomy will be more systematic and therefore more efficient. The results of this research show that proper linguistic utilization of Bloom’s taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users. Considering the small number of participants, further studies are needed to confirm the results of this research.

Highlights

Bloom’s taxonomy, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation
The results of this research show that proper linguistic utilization of Bloom’s taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users
Satisfaction, which could eventually lead to better outcomes and success in their learning process

Summary

Introduction

Blended learning as a standard methodology combining traditional approaches to the learning process with online learning [1] has already been established as a varied and very efficient tool of learning using modern electronic tools and media. Blended learning has proved to be one of the most useful learning strategies; students who are daily users of new technologies tend to lack initial fervor and interest when using electronic devices in their learning process [4,5]. Motivating students using electronic tools is one of the most important tasks if blended learning is to become successful and fruitful [6,7,8,9]. Motivating users by using traditional tools has already failed, and the creators of these traditional courses must find new ways how to attract the attention of users and retain it for a sufficient amount of time [10,11]

Methods

Results

Conclusion