Applying the "Congruence" Principle of Bloom's Taxonomy to Designing Online Instruction.

TLDR

Bloom’s taxonomy, originally a one‑dimensional framework, evolved into a two‑dimensional model and has rarely been applied to designing asynchronous online instruction. The article presents a case study demonstrating how applying Bloom’s taxonomy guided the design of graduate‑level online instruction. The authors used a case‑study methodology, applying the taxonomy to align instructional components and maintain congruence. They found that the taxonomy effectively guided the design of gradual‑level online instruction by preserving congruence among instructional components.

Abstract

Bloom and his colleagues developed the laxonomy of educaliona! objcclivcs in 1936, and 45 years later a group of psychologists and educatoi^s irvised the one-dimensional taxonomy lo a two-dimensional Cixonomy, The developers offhi; laxonomy lhcori/.i:d Ihal ihc taxonomy ofcducalional objectives could be u.'^ed wilh any suhjcci matter and for any levels of learners. However, lillie has been written aboiii how ihe laxonomy can be lilfeeiivcly used in designing asynchronously-delivcred online inslmetion. We have found Ihat Ihe laxonomy is an efleclive guideline for designing graduale-lcvel online inslmclion, because il helped us maintain ihe congruence among inslmclional components. In this article, we present a case study that explains how the use ol the taxonomy of educational objectives was instrumental in the developinenl of graduate-level online insiniction.