The Extent to Which Instructors Use Digital Bloom's Taxonomy in Online Courses

Abstract

Bloom’s Taxonomy has been widely used in the learning environment to attain different skills and knowledges. Therefore, this study aimed at identifying the level of implementing digital Bloom’s taxonomy in the online instructional design activities. Additionally, the study examines the difference level of digital Bloom’s taxonomy usage in the learning environment based on participants gender, experience and other variables. A descriptive-analytical design using a survey method was implemented to collect data from 170 faculty members. The results showed that the respondents fall in the moderate level of using digital Bloom’s taxonomy in their online learning activities. Furthermore, no significant differences were shown in using digital Bloom’s taxonomy in the online learning activities based on respondent characteristics. Based on the results, the study suggests organizing regular programmes include instruction on digital Bloom's taxonomy, as well as the development of practical guidelines and tools to assist its application in course design.