Bloom's taxonomy and its applicability to collaborative learning in distance learning

Abstract

This article proposes an analysis of the categories of Bloom's Taxonomy that prove to be more effective in implementing collaborative learning in the context of distance education. Conceived in the 1950s by psychologist and educator Benjamin Bloom, Bloom's Taxonomy serves as a widely used pedagogical tool, playing a fundamental role in guiding the planning and evaluation of the teaching and learning process. This approach divides learning objectives into three distinct domains (cognitive, affective, and psychomotor), establishes a hierarchy outlining a progressive cycle of learning. The structure encourages students to master each level before advancing to subsequent stages, thus creating a progressive learning framework. The integration of collaborative learning with Bloom's Taxonomy provides a conducive framework for planning teaching activities that promote mutual learning, as well as stimulate knowledge construction and the development of social and teamwork skills. The methodology adopted for this study involved a thorough literature review, emphasizing works that highlight the relevance of Bloom's Taxonomy as a tool centered on the learning process. Among the identified advantages, the ability of this taxonomy to effectively guide the cognitive and affective development of students stands out. However, the literature review also exposes some limitations in the use of Bloom's Taxonomy, especially when applied to distance education. The absence of physical contact between teachers and students emerges as a significant challenge, complicating the assessment and monitoring of student performance. Thus, this chapter emphasizes the critical need for educational institutions to consider such amplified disadvantages in the context of remote teaching, emphasizing the strategic importance of implementing adaptive approaches to mitigate these limitations.

DOI:https://doi.org/10.56238/sevened2023.008-016