Domain Of Bloom Research Articles

ERP based business learning environment as a boundary infrastructure in business learning

Business education has been criticized for being theoretical and distant from the dynamisms of the business life. To answer to this criticism, different types of experiential learning environments, such as manual role-plays, computer simulations, and enterprise resource planning (ERP) systems, have been used. In this paper, we study how a holistic learning environment, combining a practice enterprise model, an ERP system and a simulation, improves learning results and why. We present a full-year long case study to compare the learning outcomes of the holistic learning environment with a manually-oriented practice enterprise model. Our findings indicate improvements on different domains of Bloom’s taxonomy. We suggest that the improvements are due to the holistic learning environment acting as a boundary infrastructure where the practice enterprise model, the simulation and the ERP system are all different kinds of boundary objects. This boundary infrastructure functions as a point of interaction and communication, and enables the students and teachers to cross social, cultural and conceptual boundaries between different communities of practice, and importantly, between theory and practice.

Educational intervention to improve preclinical academic performance: A systematic review

INTRODUCTION:One of the major problems of higher education centers is the students’ academic failure. Increased monitoring, counseling, or remediation may tax the resources of both the program and the faculty. The present review study gathered evidence highlighted by the experimental studies on the educational intervention with the purpose of improving preclinical medical performance.MATERIALS AND METHODS:To achieve the intended studies, databases of PubMed, Web of Knowledge (Thomson Reuters), Educational Resources and Information Center, and the Scopus were searched. The inclusion criteria were being an interventional study and assessing the educational intervention to preclinical academic performance. The study was carried out as a systematic literature search published between January 1987 and January 2018. Based on valid tool through the best evidence medical education review, after assessing the quality of the studies.RESULTS:Ten studies were enrolled in the review for final evaluation. The Kirkpatrick Model was employed to analyze and synthesize the included studies.CONCLUSION:Reviewing the conducted studies showed that medical students had positive responses and attitudes toward new teaching methods, self-monitoring skills, and attention to physiological needs. The results also indicated that new teaching strategies, attention to self-monitoring skills, and sleep hygiene in medical education could positively affect learning in two domains of Bloom's Taxonomy.

COMPARISON OF WRITTEN ASSESSMENT TOOLS OF BUSINESS MATHEMATICS IN THE FACULTY OF BUSINESS ADMINISTRATION BASED ON BLOOM’S TAXONOMY

The teaching learning is a continuous process by which the educators involving in this field are working to change the behavior of the students as the required human resources for the welfare of the society. Bloom’s Taxonomy is the most important and widely used process that helps the educators to provide the students equipped with knowledge perfectly in the different domains of the learning skills as suggested by Benjamin Bloom. To assess the learning skills written test is the very important tools that are applying on the students from the beginning of the formal education. In this paper an attempt has been taken to evaluate the allocation pattern of the marks of the course Business Mathematics of the three departments Accounting and Information System, Management and Finance & Banking under business faculty according to the components of Bloom’s Taxonomy. It is observed that there is a significant difference of the allocations of marks among the selected the three departments regarding the cognitive domain of the B.T. But no significant difference has been found in the allocation pattern of marks throughout the academic years under review. The marks allocation in LOCQ, IOCQ and HOCQ are found to be 43 percent 52 percent and 5 percent respectively which are not suited with the recommended marks allocation according to the recognized system. The suggestions and recommendation have been given to allocate the marks to prepare the written questions papers according to the cognitive domains of Bloom’s Taxonomy

The educational effects of mobile learning on students of medical sciences: A systematic review in experimental studies.

The demand for mobile learning in the medical science educational program is increasing. The present review study gathers evidence highlighted by the experimental studies on the educational effects of mobile learning for medical science students. The study was carried out as a systematic literature search published from 2007 to July 2017 in the databases PubMed/Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Knowledge (Thomson Reuters) , Educational Resources and Information Center (ERIC), EMBASE (Elsevier), Cochrane library, PsycINFO and Google Scholar. To examine quality of the articles, a tool validated by the BEME Review was employed. Totally, 21 papers entered the study. Three main themes emerged from the content of papers: (1) improvement in student clinical competency and confidence, (2) acquisition and enhancing of students' theoretical knowledge, and (3) students' positive attitudes to and perception of mobile learning. Level 2B of Kirkpatrick hierarchy had been examined by all the papers and seven of them had reported two or more outcome levels, but level 4 was not reported in the papers. Our review showed that the students of medical sciences had positive response and attitudes to mobile learning. Moreover, implementation of mobile learning in medical sciences program might lead to valuable educational benefits and improve clinical competence and confidence along with theoretical knowledge, attitudes, and perception of mobile learning. The results indicated that mobile learning strategy in medical education can positively affect learning in all three domains of Bloom's Taxonomy.

Effective Assessments for Interpreter Education Programs to Increase Pass Rates for Certification

In the United States, students enrolled in an American Sign Language (ASL) Interpreter Education Program (IEP) are encouraged to achieve interpreter certification upon completion of the program. Obtaining the certification ensures employers they are hiring qualified personnel. A critical examination of assessments used by IEPs may result in formulating strategies that prepare students to pass the state-based assessments by graduation. A review of Program Learning Outcomes (PLO) and the way in which these are assessed should be undertaken in order to ensure that effective Student Learning Outcomes (SLO) are created to parallel appropriate stages of language development. Knowledge of Language Assessment Literacy (LAL) will assist in the development of well-defined and accurately-based objective assessments that are both valid and reliable. Targeting specific linguistic components combined with the usage of the cognitive domain of Bloom’s Taxonomy for teaching and assessing learning outcomes will provide a clear means for developing assessments. Utilizing Bloom’s Taxonomy, the development of assessments start at lower order cognitive processing and progressively moves to higher order (Marzano & Kendall, 2006). An examination of how using Bloom’s Taxonomy assists in the development of assessments is outlined.

Original opinion: the use of Bloom's Taxonomy to teach and assess the skill of the psychiatric formulation during vocational training.

This paper proposes the use of the cognitive domain of Bloom's Taxonomy, an educational classification system, to guide the critical thinking required for the composition of the psychiatric formulation during the various stages of specialist training. Bloom's Taxonomy offers a hierarchical, structured approach to clinical reasoning. Use of this method can assist supervisors and trainees to understand better the concepts of and offer a developmental approach to critical reasoning. Application of the Taxonomy, using cognitive 'action words' (verbs) within each of the levels, can promote increasing sophistication in the construction of the psychiatric formulation. Examples of how the Taxonomy can be adapted to design educational resources are suggested in the article.

Evaluation of Reliability in Structured Viva Voce As a Formative Assessment of Dental Students.

An oral assessment is a direct way to assess students' learning outcomes by questioning them. The format of oral examinations (viva voce) is not uniform. Unlike interviews, which usually have structured question lists, oral assessments usually do not have a question structure. Structured viva voce overcomes the weaknesses of traditional viva voce The aim of this study was to assess the reliability of structured viva voce as a formative assessment of dental students. A sample of 65 third-year and 70 fourth-year dental students at one dental school in India were subjected to structured viva voce examinations with questions derived from the subject of periodontics. Each examinee answered five questions (two open and three closed) asked by trained unbiased examiners. The structured viva voce examinations were conducted on the seventh and 14th days after the last lecture of a one-month lecture series. Scores were tabulated into three domains of Bloom's taxonomy: knowledge, comprehension, and application. Regarding knowledge, the mean scores were 1.24±0.59 (seventh day) and 1.66±0.64 (14th day), and the difference was statistically significant (p<0.05). Regarding comprehension, the mean scores were 0.92±0.57 (seventh day) and 1.44±0.65 (14th day), and the difference was statistically significant (p<0.05). Regarding application, the mean scores were 0.56±0.50 (seventh day) and 1.0±0.43 (14th day) in Domain II, and the difference was statistically significant (p<0.05). The results suggest that structured viva voce was a reliable method for the formative assessment of these dental students.

Level of Knowledge about Nutritional Need for Elderly Based on Bloom Domain

Introduction: There are still a lot of elderly people who tend not to think about the nutrients they need. The objective of this study was to determine the level of knowledge based on Bloom. Domain about nutrition in the elderly Posyandu.Method: Design research was descriptive analytical. Population were selected all listed in the elderly in the village Posyandu Rejotangan district, 34 respondents. Variable was the level knowledge domain from Bloom. The data were collected by questionnaire and they were analyzed by using the descriptive statistical.Result: The result of these studies showed the level of knowledge (C1–C6) seniors about nutrition were categorized with the value – average 56%.Discussion: It can be concluded that from all of the domain from Bloom, the level of knowledge of Elderly was categorized on suffi cient level. It is recommended that the involment of the is important to improve the delivery of information through extension or move the elderly to be more active in following Posyandu.

Reading Questions in English Textbook Based on Bloom’s Taxonomy

This study aimed at analyzing the cognitive domain of Bloom’s Taxonomy already appropriate to fulfil of reading questions in the contextual teaching and learning (fourth edition) textbook for ninth grade or not. It was conducted by using descriptive qualitative design. The data were analyzed by using Table analysis of cognitive domain of Bloom’s Taxonomy. The findings showed that cognitive domain in Bloom’s Taxonomy already appropriate to fulfil reading questions in the textbook. It was proven by the data there were: Remembering obtains 73 of 145 reading questions or 50.3%, Understanding obtains 29 of 145 reading questions or 20%, Applying obtains 10 of 145 reading question or 6.9%, Analyzing obtains 19 of 145 reading questions or 13.1%, Evaluating 6 of 145 reading questions or 4.1% and Creating 8 of 145 reading questions or 5.6%. These results do not achieve the regulation by ministry of education and culture who said for Junior High School itself the proportion is remembering - understanding 20%, applying-analyzing 55%, evaluating 15%, and creating 10%.

Development of Test items for Technical and General English Language with specific reference to Knowledge Domain of Bloom’s Taxonomy

Taxonomy of educational objectives has always been providing an objective and scientific framework both for setting educational objectives and restructuring test items for evaluation. This paper is an attempt to describe various components of the knowledge domain of Blooms taxonomy and design different test items which could be included in a typical question paper. The test items are based on the explanation of terms provided by Benjamin Blooms and are confined only to the domain of knowledge. The questions are restricted to the course contents of the first year BE engineering students at PSG college of Technology, the researcher’s workplace and are pitched at the level of intermediate and advanced learners, who are familiarized with the basic nuances of style, grammar, usage, syntax and other elements of language through the course. The design of questions presuppose that a certain level of mastery in the English language has been attained the learners

Bulletproof from delivery to interactivity when teaching with PowerPoint

PowerPoint slideware is one of the dominant tools in higher education. During more than two decades of pervasive use, little effort has been made to innovate and refrain from default slides and templates. This paper elucidates on how the effective use of PowerPoint can facilitate improved educational practices. Supported by the relevant empirical evidence, it is concluded that the use of the slideware goes hand in hand with little reflective deployment, also in education. On the basis of the literature, relevant principles of 'how to do' slides and 'what to do with' slides are derived. As these are insufficient to overcome the criticism that presentation 'delivery' regularly remains a one-way street, results from an explorative workshop are presented which allow for innovative, constructivist didactics in interactive sessions with PowerPoint. To provide a platform for further innovation, the findings are structured according to the cognitive domain of Bloom's taxonomy.

A NEW APPROACH OF LEARNERS' ASSESSMENT USING BLOOM'S TAXONOMY-BASED SERIOUS GAME

This paper describes: a scenario, agent specification, mapping of knowledge domain, an implementation of Bloom's taxonomy-based serious game (BoTySeGa), and players' response against the game. The development of BoTySeGa is pursued to the availability of an alternative assessment tool for learning in elementary school. It considers aspects: game knowledge, subject matter of parallelogram for 5th grade elementary school learners, and cognitive domain of Bloom's taxonomy. BoTySeGa's level of challenge is structured accommodates cognitive domain of Bloom for elementary school learners (knowledge, comprehension, application). To make sure that all functions and features work well; we conducted user acceptance test against the game prototype. We also took players' response to BoTySeGa utilizing five-points Likert-type of questionnaire. The questions are distributed in 15 items. User acceptance testing involving 85 learners of 5th grade elementary school shows that BoTySeGa has fulfilled the learning assessment requirement. With the response score ranged from 5 to 75; it is found that the average score of players' response to the implementation of BoTySeGa in learning is 59.93. This response value falls within "Positive" category.

English

This work is a pilot study on the learning outcomes of students, who were taught a research course for seven weeks, using didactic and Socratic instruction methods. The course was taught in two sessions concurrently. The students were divided into two groups (A and B) and both groups were taught either with Socratic instruction method or didactic instruction method. At the end of the 7 weeks, the students were tested. The test, which was valid and reliable, was categorized into 5 domains of Bloom’s taxonomy: analysis, comprehension, evaluation, knowledge and synthesis. Based on the results, there was no evidence to show if there is a difference in the learning outcomes of groups A and B. There was an outlier in the synthesis domain. Interpretation of students’ projects and final papers shows a difference in the degree of creativity. This is however tangential to the main research question. Key words: Didactic method, Socratic method, Bloom’s taxonomy, pilot method.

Communicating Different and Higher across the Praxis of Bloom’s Taxonomy While Shifting toward Health at Every Size (HAES)

The majority of recent studies on prevention and control of childhood obesity focus on methods for achieving weight loss. In contrast, the Health at Every Size (HAES) paradigm fosters improved health behaviors for people of all sizes by emphasizing natural diversity of body type and attention to social, emotional, and spiritual factors in addition to physical ones. This study examined introduction of the HAES paradigm to student teachers using different communication models while moving across the learning domains of Bloom’s Taxonomy. The qualitative research tested a face-to-face verbal communication model and a Computer-Mediated Communication (CMC) module and its blog. It was also based upon reflection diaries recorded by participants using both models. Participants included Druze, Jewish, and Bedouin students at a teacher training program in northern Israel. The student teachers succeeded in developing the HAES concepts further while demonstrating the higher domain levels across Bloom’s Taxonomy. These higher levels emerged when engaging with theoretical concepts and practical dilemmas relating to the HAES concepts of health promotion, body image, well-being, and self-worth. Challenging the appreciation of HAES using different communication models can be translated into diverse contexts of Health Education Practices.

Simulation-Based Learning of Korean Nurses: A Systematic Review

Objectives: This study proposes a direction for future development and a basic data on the effectiveness of simulation-based education by conducting a systematic review on the simulation-based education in Korean nurses. Methods: Literature was selected in accordance with the criteria of PICOT-SD by three professors in nursing with experience in meta-analysis evaluating the quality of the paper and analysing their content. Among the total of 65 literatures searched through KERIS (2014.4.15) and KAN&KJAN (2014.4.18) DB, a final 8 literatures were selected according to the criteria. 8 articles were collected and analysed according to the Cochrane-handbook and PRISMA's guideline on reporting. Results: As a result of the overall quality assessment of targeted literatures, it was analysed that 3 literatures that used the study design of RCT was (++) and the other 5 literatures were (+). Most of the literature analysed in this study addressed the theme of simulation with a focus on ACLS (advanced cardiovascular life support) and ER/ICU care. There were many literatures having no educational effect in the cognitive&affective domain of Bloom, but for psychomotor domain, most of the literatures have shown an educational effect of improvement on the clinical performance ability. This study showed that simulation based learning was effective in improving clinical performance ability in Korean nurses. Conclusion: This study has significance in that it was the first to attempt the systematic review on the simulation education study targeting the Korean nurses.

Team-Based Learning in US Colleges and Schools of Pharmacy

To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes. Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience. Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students' preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom's Taxonomy. Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning.

Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university

Accepted: 18.04.2013 This article draws on a case study of six facilitators who were teaching Publishing Research in 2011 at one of the universities in South Africa. Publishing Research was offered by two campuses of this institution. This article gives these facilitators a voice and also identifies and defines the intended, implemented and attained learning outcomes for the module. The six facilitators claimed to be using the same learning outcomes in helping students to achieve the aims in the module but the results of the module tell different stories about the facilitators’ awareness and achievement of the learning outcomes. Data collection occurred through document analysis and semi-structured interviews. A priori analysis theory (Samuel, 2009) was used as a framework for the study and this produced three themes, while this article itself is framed by Bloom’s Taxonomies of learning. This article prioritises the alignment of the intended, implemented and attained learning outcomes; as well as the use of the three domains of Bloom’s Taxonomies (cognitive, skills and value / attitude) in formulating learning outcomes of the module in order to contribute positively towards the well-being of the module.

Curriculum Development Based on the Big Picture Assessment of the Mechanical Engineering Program

One of the major concerns of the Engineering Accreditation Council (EAC) is the need for an effective monitoring and evaluation of program outcome domains that can be associated with courses taught under the Mechanical Engineering program. However, an effective monitoring method that can determine the results of each program outcome using Bloom’s Taxonomy has not yet been established for each course. The purpose of this research is to conduct a Big Picture Assessment to achieve Outcome-Based Learning. Big Picture Assessment is a comprehensive monitoring tool of courses with studied program outcome domains. The tool applies the three main domains of Bloom’s Taxonomy, namely, psychomotor, cognitive, and affective, in its monitoring process. Furthermore, the identification of program outcomes for each course is evaluated to meet standards set by the EAC. The results of this study will facilitate continuous improvement on existing courses.

Book review: Basics in medical education

Book review: Basics in medical education

The name game updated

Bloom's domain general theory remains strictly cognitive and individualistic. By ignoring the contribution of social interaction and collective construction of concepts, he fails to solve the word learning problem.