"Implementing The Revised Bloom's Taxonomy (2001) In Digital And Online Learning Environments: A Strategic Approach"

Abstract

In the 21st century, the paramount importance of digital technology in education necessitates a transformative approach to pedagogy. This approach must seamlessly integrate modern digital devices and applications into the teaching and learning process. The overarching objective of improving students' learning competencies and outcomes serves as a constant guide for educational institutions and their stakeholders. Therefore, incorporating digital components into education must be aligned with these educational objectives. The foundation of effective teaching and learning lies in the clear delineation of learning objectives or outcomes. Everything else in the educational process revolves around these objectives, forming a meaningful framework for achieving them. In this context, integrating digital components into pedagogy assumes a critical role, reflecting the evolving nature of education.

This study focuses on a thorough analysis of Revised Bloom's Taxonomy (2001) to determine its seamless applicability in formulating teaching-learning objectives and learning outcomes that challenge learners' higher-order thinking skills in contemporary digitally enhanced pedagogy. This research, primarily theoretical, sheds light on how Revised Bloom's Taxonomy (2001) facilitates the categorization of learning activities based on learning objectives and underscores the crucial link between assessment and the teaching-learning process. Furthermore, this study delves into various alternative revisions of Bloom's Taxonomy, providing comprehensive insights into the 2001 version. The study underscores the imperative for educational institutions to assimilate Revised Bloom's Taxonomy (2001) principles into the evolving landscape of digital pedagogy when formulating objectives and learning outcomes. The authors recognise the challenges posed by current classroom technology limitations in a global context, which often hinder the attainment of the intended learning objectives educators envision. This research underscores the urgent need for harmonising Revised Bloom's Taxonomy (2001) and contemporary digital pedagogical approaches to ensure meaningful and effective learning outcomes.

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