An Analysis of the Flipped Classroom Based on the Bloom’s Taxonomy of the Educational Objectives

Abstract

This study utilizes the flipped classroom approach in conjunction with Bloom's taxonomy. Through a series of literature reviews, the author evaluates the merits and downsides of the flipped classroom. This article proposes a method that combines Bloom's taxonomy of instructional goals and flipped classrooms to address instruction problems. This article starts with flipped classroom's history and application. It continues Bloom's taxonomy research and investigates the combination of the flipped classroom and Bloom's taxonomy. The findings show that the flipped classroom has several drawbacks. To begin, its inconsistency arises from the variety of course categories; Secondly, instructors cannot get immediate feedback when producing the pre-class study material. Thus, measures to these shortcomings should begin with curriculum design and effective instructor-student interaction. According to the results, educators must improve their ability to engage students and alter their design of classroom activities. Teachers must do various additional tasks, including guiding, encouraging, and diverting traditional teaching methods toward more constructive learning programs.

The flipped-classroom effect on vocational high school students’ learning outcomes

“…In the flipped-classroom group, before participating in classroom learning (pre-class), students gain knowledge and understanding at a lower cognitive level, namely, remembering and understanding [49], [50]. The knowledge gained during pre-class serves as a basis and guide that will be used during practical activities in the classroom [22], [24], [51].…”

“…Since learners have grasped the concept of material at home, the limited learning time can be optimized to provide more individualized reflective learning time [11], [26]. So that students have the opportunity to learn to apply or apply the knowledge they have gained, and teachers have more opportunities to guide students one by one if they experience difficulties in the learning process in class [48], [50].…”

Flipped classroom writing instruction: Investigating the moderating effect of EFL students’ resilience

“…This is followed by in-class activities, like application, discussions and presentations, which are guided by the teacher (Danker, 2015;Dooly & Sadler, 2020;Lo et al, 2018). FC instruction hence aligns with Bloom's revised taxonomy, as it allocates pre-class activities to lower-level cognitive skills, such as remembering and understanding, while focusing class time on higher-order cognitive activities, including application, analysis, evaluation and creating (Erbil, 2020;Lin, 2021;Putra, 2021;Saunders, 2020). To implement FC, teachers have to generate online instructional videos and upload them to a learning management system like Google Drive, Facebook, or WhatsApp groups.…”