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

DOI

10.2991/assehr.k.211220.116How to use a DOI?

Keywords

The Flipped Classroom; The Bloom’s Taxonomy of 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.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Yiting Lin
PY  - 2021
DA  - 2021/12/24
TI  - An Analysis of the Flipped Classroom Based on the Bloom’s Taxonomy of the Educational Objectives
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 679
EP  - 685
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.116
DO  - 10.2991/assehr.k.211220.116
ID  - Lin2021
ER  -