Advances in Social Science, Education and Humanities Research, volume 615

Proceedings of the 2021 4th International Conference on Humanities Education and

Social Sciences (ICHESS 2021)

An Analysis of the Flipped Classroom Based on the

Bloom’s Taxonomy of the Educational Objectives
Yiting Lin1*
1
Department of Foreign Languages, Concord University College Fujian Normal University, Fuzhou, Fujian, China
*
Corresponding author. Email: 124022018043@student.fjnu.edu

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.

Keywords: The Flipped Classroom, The Bloom’s Taxonomy of Educational Objectives.

1. INTRODUCTION Yet, flipped classroom mode has many deficiencies.

Firstly, when preparing materials before class, teachers
In 1992, King decided that teachers should guide the cannot receive timely feedback. Teachers may be
side instead of the sage on the stage. Carrying on the unaware of students’ doubts about the difficult
spirit, Khan Academy was established in 2006, an online knowledge points. Secondly, an examination of the
classroom with a library of over 3200 videos and 350 course content is inconsistent in terms of subjects,
practice exercises. The online classroom is a novel student level and expected outcomes [3-5]. When
method to spread knowledge, becoming a source of the students are not mature enough to develop independent
instructor’s pre-class micro-video. Teachers of the and constructive ideas, it is not easy to organize a
flipped classroom take advantage of the online classroom meaningful discussion in class. Besides, students
to offer a helpful tool to students. probably lack self-disciplined and have poor self-
Flipped classrooms have become popular as a new learning consciousness, as online learning is not
type of pedagogical method. It emerged as an innovative constrained by time and space.
solution to improve student-centered learning that For all the above mentioned issues, many researchers
integrates pre-class video teaching and in-class realized that Bloom’s taxonomy could be the
discussion [1]. Instructors find such model time-effective breakthrough point that improves flipped classrooms [6]
in preparing course materials in advance. Clyde and [7, 8]. Bloom’s taxonomy of educational objectives is a
Nancy listed the advantage of the flipped classroom: 1) hierarchical model that helps course designers to classify
educators may modify and update the curriculum and educational learning objectives into levels of complexity
offer it to students at any time of day; 2) students move and specificity. It includes instructional design,
ahead at their speed; 3) the results of the flipped curriculum development and instructional evaluation [3].
classroom include an improvement in students’ The core theoretical analysis of Bloom’s taxonomy needs
performance, interest, and participation, according to to be linked to the flipped classroom. The classification
educators who are implementing this method [2]. of educational goals in the cognitive field is an important
part of Bloom’s taxonomy of educational objectives,
which aims to provide criteria for evaluating students’

Copyright © 2021 The Authors. Published by Atlantis Press SARL.

This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 679
 Advances in Social Science, Education and Humanities Research, volume 615

learning results and guide teaching. The classification providers, new resources have been created and extended
divides educational goals into six levels: remember, to support the flipped classroom technique, enhancing its
understand, apply, analyze, evaluate, creation. The credibility even further [10].
“remember” and “understand” categories were collapsed
into one category called “knowledge” and any item in this 2.2. Definition
category was considered a “low” level cognition item [8].
David and Jorie researched to determine if the flipped The flipped classroom model is a method of teaching
classroom relative to the lecture classroom increases and learning in which students watch a video lesson
student performance. Performance on FOM final outside of class via distance learning and then participate
examination anatomy items categorized by Bloom’s in hands-on activities in class. The flipped classroom has
taxonomy served as the main study outcome [8]. Average emerged as one of the most innovative educational
performance for anatomy final examination items methods in recent years. It is improved with the progress
assessing Bloom’s level of cognition was computed for of electronic technology.
each student. This research found that the flipped Students are increasingly adopting media
classroom and the lecture classroom have no difference technologies. Yet, it is difficult for instructors to attract
in students’ ability to the materials of knowledge level on students’ attention in a regular classroom [12]. Besides,
a final examination. In contrast, the flipped classroom students have become less tolerant of passive learning
method improved students’ ability to analyze material on settings, such as lectures, while they are more active
a final examination relative to the lecture classroom. participants in the learning [12]. In other words, the field
Thus, this research demonstrates that the flipped of education changes as students’ needs change. So, the
classroom method is most beneficial in facilitating “flipped classroom,” also known as the “inverted
students’ ability to analyze material in undergraduate classroom,” is gaining favor among teachers. “Learning
medical education. environments that include technology as an authentically
In this paper, the author aims to improve the integral part of learning activities foster emergent and
performance of flipped classrooms based on Bloom’s adaptive practices” [12].
taxonomy of educational objectives. This paper starts Unlike typical classes, flipped classrooms require
with analyzing existing flipped classroom research and students to learn course information before class instead
practice experience. of assigning assignments after lectures [11]. Next,
students work on practice projects, receive individualized
2. THE FLIPPED CLASSROOM tutoring or participate in higher-order thinking exercises
[13].
2.1. History of the flipped classroom
Teachers no longer spoon-fed the knowledge to
Some educational ideologies from the early 20th students but expect them to acquire topics and perform
century stressed how important it is to engage students in tasks independently at a speed that suits them. In this
finding answers and solutions to real-life issues [9]. An way, students can avoid being left behind by class
innovative option for improving student-centered discussions that move too quickly or becoming bored by
learning is the flipped classroom concept. The class time spent reviewing material they already know
development of this concept can be traced back to earlier [11]. The flipped classroom places students at the center
educational concepts of pragmatism, progressivism and of learning and gives them control over their education.
reconstructionism by John Dewey [10]. Accordingly, Students are far more likely to retain and use the
learning was more about finding and producing knowledge when they actively process it by reassembling
information rather than only acquiring it. Not only is it up it in new and personally meaningful ways. As a result of
to teachers to generate and disseminate knowledge, but this learning method, one may develop vast cognitive
imperative to shift the conventional style of teachers as structures that connect new concepts to what is already
the center to a student-centric style. Supporters believe known by reformulating given information or creating
that learners are responsible for the synthesis [9][10]. new knowledge depending on what is presented [14]. The
This educational philosophy contributes to the efficiency flipped classroom is an excellent teaching mode for
of flipped classrooms [10]. students’ knowledge construction since it enables
students to engage in divergent thinking while still
As the internet has grown, online classrooms have assisting students in deepening their comprehension and
played a major part in popularizing flipped classrooms. application of knowledge.
A pioneering program is Khan Academy, which has
produced over 3200 videos and 350 practice activities
since 2006. Khan Academy’s declared mission is to
provide “free, world-class education to anybody
wherever in 2012” [11]. In addition to Khan Academy,
Mooc, Coursera, TED, and other large open online course

680
 Advances in Social Science, Education and Humanities Research, volume 615

2.3. Elements of the effective flipped classroom around empowering students to manage their education,
enabling them to take on a role of responsibility and
An effective flipped classroom contains learning autonomy. Student motivation and self-driven work
tools, professional instructors, designed course structure outside of class is essential to the success of the flipped
and procedure. classroom. Various research projects demonstrated that
Learning tools are created to help teachers identify adopting the flipped classroom environment positively
students’ questions based on the amount of time students impacted student motivation and thus learning. For
spend browsing and the duration of their browsing. example, Davies said that students could learn from
Before class, teachers use statistical data to construct a simulation and were encouraged to learn independently;
case analysis to help students overcome doubts. In they also noticed that students wanted to recommend the
addition, the designed course structure and procedure flipped classroom to other friends [15].
organize the class discussions that centralize students. An author interviewed teachers about flipped
Instructors inquire about issues that the classrooms. Teacher A is a social studies teacher who
students encounter with self-study beforehand. In this utilizes YouTube videos to interact with his students.
way, teachers can sum up their teaching experience and This approach is wonderful for teaching fundamental
make continuous improvements, which will enhance the ideas, but it “puts too much on a freshman,” implying that
instructor’s professional teaching skills. Research shows they are not “mature enough” to be responsible for their
that a successful flipped classroom has the following own learning. He says it could be beneficial for seniors.
characteristics: (1) students become more active learners, He believes that burdening freshmen pupils with so much
rather than passive listeners; (2) homework is done topic knowledge would backfire [12].
before class, with class time being set up to help students
with personalized instruction; (3) content is connected to Instructor B, a science teacher, started utilizing
real-world scenarios; (4) students spend either class time flipping in 2010. As Kelly explains, Teacher B’s method
working on especially challenging concepts or higher- is to have students learn outside of class and then discuss
order critical thinking and problem solving [10]. it in class. Teacher B records her lessons to save time in
class. She claims it is a new approach to accountability.
“I did not think students wanted. Student volunteers
2.4. Research in the flipped classroom
decide this.” She struggles to persuade kids to pay
However, the flipped classroom method has certain attention in class. A quiz from the previous night’s class
drawbacks. stops her work. It takes time to set up, she explains. In
this section of the discussion, Teacher B describes how
Teachers cannot comprehend all students’ long it takes to prepare for flipping. Her students’
uncertainties about knowledge points and hence cannot participation in lectures might have been reduced, while
resolve all students’ concerns in terms of curriculum their students’ engagement has grown. So, she evaluates
development. Without adequate information before class, AP scores’ influence on student learning and
some students cannot comb the class content in advance, achievement. It also helps her be more consistent in her
which is unhelpful to group discussion in class. teaching approaches, she claims. As the author
Despite the volatility and unpredictability of the mentioned before, the flipped classroom approach may
flipped classroom’s effect on student learning, educators lead to inconsistencies because it is utilized in various
worldwide are paying attention and considering it. A classes, while Teacher B’s new pedagogy can help to
flipped classroom approach may lead to inconsistencies decrease the inconsistent in the flipped classroom. “I will
because it is utilized in a variety of classes. As tested in know who has been paying attention to my lectures since
flipped classrooms, higher and lower levels of learning every student will have access to the same information.”
have contributed to these outcomes. In contrast, this may Students are more engaged.” Teacher B reports mixed
result from the contrast in the levels of learning, higher feedback. She feels her teaching method has made the
and lower order, that are evaluated when assessing course material more challenging and increased student
student learning in a flipped classroom [5]. The flipped responsibility for learning and future preparation. Her
classroom is not appropriate for every subject and age lectures’ topics allow her to use more pictures, which she
group. This method is challenging to utilize in primary feels helps students retain information. Many individuals
school since students often lack the skills to conduct are afraid of these and similar educational approaches,
autonomous discussions and critical analysis. she admits. “We need to focus on teachers’ technology
comfort.” Teaching a flipped classroom is not for
Student motivation is another area of the issue about everyone, says Teacher B [12]. Teacher B uses the
the flipped classroom. Flipped classrooms, while flipped classroom to enhance her unique teaching method
providing self-paced learning, are seen to be less suited to improve student engagement and performance.
to pupils who have a lack of drive [10]. In general, less Teacher B uses visual aids to help students remember.
driven students have an easier time of it when courses are Jyrki’s multimedia learning proposal supports this
more traditional. Student-centered learning centers technique. The employment of different forms, such as

681
 Advances in Social Science, Education and Humanities Research, volume 615

words and images, allows for multimedia learning. often cited references in education [17]. The conceptual
Researchers have discovered that multimedia framework developed by Bloom and his collaborators
presentations with scientific explanations lead to was divided into six categories: remember, understand,
meaningful learning [16]. Ultimately, the flipped apply, analyze, evaluate, creation. The categories
classroom has its benefits and disadvantages depending “remember” and “understand” were condensed into one
on the instructor’s teaching style and educational category termed “knowledge,” and all items in this
priorities. This paper will explore methods to employ category were deemed “low” level cognitive items. The
Bloom’s taxonomy of educational objectives to solve categories of “skills and abilities” which followed
flipped classroom shortcomings and promote flipped knowledge were identified as such because the idea was
classroom effectiveness. that knowledge was a necessary prerequisite for these
skills and abilities to be used. The taxonomy is widely
3. BLOOM’S TAXONOMY OF THE known for its six major divisions, but each category also
EDUCATIONAL OBJECTIVES has subcategories ranging along a continuous spectrum
from simple to complex and tangible to abstract [17].
3.1. Development trend Bloom’s taxonomy of educational objectives is a
hierarchical system that aids course designers in
Abigail Adams said that in 1780, learning was not organizing their education.
gained by accident. It must be sought for with vigor and
pursued with vigor.” All of the following skills — 3.3. Implement
learning, teaching, goal setting, and critical thinking —
are tied together in a tangled web. Bloom took great pains Bloom’s Taxonomy has endured the test of time and
to explain these ideas and untangle this complicated remains an important tool for educators. Due to its
matter, making the process painstaking and extremely extensive and well-known history and many
persistent. The goal of his life’s work became boosting abbreviations, alterations, and revisions, it has been
student learning [17]. changed significantly. Research results reveal various
applications and interpretations, from close overviews to
In 1948, the American Psychological Association difficulties and specifics to the widening of application
(APA) held a conference where Bloom promoted a group learning goals.
of educators who would ultimately take on the massive
project of organizing educational goals and objectives. Firstly, as a tool to assist students in learning,
They hoped to create a categorization system for learning Bloom’s Taxonomy is used in many classrooms. Some
behaviors that they thought to be crucial. Ultimately, this researchers readily acknowledged that the grading
concept formed a taxonomy of three domains: The rubrics were difficult to define with any degree of
cognitive, the affective, and psychomotor. The cognitive accuracy. How a B student’s effort fell short on specific
domain is a knowledge-based realm made up of six layers criteria is tough to convey to ambitious students. Initially,
[17]. This article will focus on Bloom’s taxonomy of the the class uses model papers projected and evaluated. The
educational objectives in the cognitive domain. B student did not find it beneficial that the A’s paper is
more engaging, has a more defined stance, and shows
Despite Bloom’s endorsement of the word rigorous, critical thought and understanding of the
“taxonomy,” some inside the group did not support its strategic principles. “Tell me what to do,” student B
usage due to a lack of familiarity with the concept in the asked. “I will study till I pass.” We all required a common
education community. Bloom ended up winning, making vocabulary and set of actions to help the learner identify
his name synonymous with the term forever. The the next stages and continue self-directed and self-
examiners’ edition of the little book has been changed managed learning [18]. It is pretty complex to define the
into a universal resource for educators across the globe. gap between the perfect and good.
To everyone’s surprise, the term has been utilized by
curriculum designers, administrators, researchers, and As in the above case example, Bloom’s taxonomy can
instructors in classrooms of all grades” [17]. be used as the basis for a feedback mechanism. The
taxonomy created by Bloom is a good foundation for a
3.2. Definition feedback mechanism, as shown in the example above.
Thus, the taxonomy helps tackle a problem every faculty
Taxonomy of Educational Objectives was introduced member faces how to help students understand the
in 1956 by Benjamin Bloom with collaborators Max criteria used to assess their work in a way that makes
Englehart, Edward First, Walter Hill, and David sense to them. Managers need to understand that writing
Krathwohl. Teachers at the K-12 and college levels have case studies and presentations are two parts of the
used this framework for decades, often known as management strategy; other courses include journals,
Bloom’s Taxonomy. Bloom’s Taxonomy has been research papers, field projects, and/or exams. Everyone
translated into twenty-two languages since its first has their own criterion of the work’s quality. How to
publication and is among the most broadly used and most solve this phenomenon? The taxonomy functions as a

682
 Advances in Social Science, Education and Humanities Research, volume 615

common language to communicate cognitive 3.4. The incorporation of the flipped classroom
sophistication, a key component of competency-based and Bloom’s taxonomy of the educational
education. Athanasiou and McNett’s conversations objectives
centered on both the curriculum and students’
comprehension of it. Current education scholars term The incorporation of Bloom’s taxonomy into the
scaffolding with Bloom’s taxonomy as a metacognitive flipped classroom is an advantageous combination. One
framework [18]. Bloom’s taxonomy act as a common example of this would be to consider the college English
language to identify the criterion of the grade. reading and writing class. The flipped classroom
provides a range of benefits and challenges to teachers.
Secondly, as a self-assessment tool for students to
After the flipped classroom approach, traditional
judge their grasp of the subject matter and as a feedback
teaching methods like memorizing definitions, grammar
mechanism for students to evaluate their own work in
rules, and vocabulary are outdated. Teachers must learn
various tasks, including case write-ups, diary entries, and
to engage students more and design classroom activities,
other activities, we found our taxonomy to be quite useful.
assignments, and projects. Previously, teachers were only
They are usually mixed. While the taxonomy aids
there to educate students; today, they are expected to do
students in understanding cognitive activities, an
much more, including guiding, helping, promoting, and
advanced capstone course in strategic management, for
assessing students and shifting conventional teaching
example, requires students to employ taxonomy
into a more constructive learning service. In addition, the
knowledge. To analyze the case, students use their
usage of taxonomy will make the flipped classroom and
marketing, corporate finance, management, and
taxonomy combo more effective and help accomplish
accounting knowledge. In comprehension, students use
desired outcomes. The teacher reinforces Bloom’s
their memory of functional information to make sense of
classification of objectives by repeating it to the students.
the case material they are reading. Beginners have more
In addition to having the target classification in mind
challenges at this level. They recall ideas but not details.
when solving different learning problems, students will
They sketch out the scenario but stop there [18].
often consider the level of the goal classification to which
Thirdly, Crompton and Burke have researched the present issue belongs. This makes it apparent that the
patterns to identify the levels of cognition that students instructor’s frequent mentions of Bloom’s theories had
are involved in when engaged in mobile learning tasks. an encouraging and important impact on students
The last decade has seen an outpouring in mobile learning throughout the whole semester.
in schools. This has led to claims about the ability of
Another example is a good introductory article about
mobile learning to improve and expand student cognitive
impressing others, in Section A of Unit 4 of Reading and
engagement. The research is on what Bloom’s Taxonomy
Writing Course 1. The language is comprehensible and
levels kids are working at when working on PK-12
well-structured. Students will fail to get excited and
mobile learning projects. Research shows that just 8.9%
participate in class when the teacher overlooks any
of the time do students engage in memory tasks while on
creative part and continues to keep to the text content. It
a mobile device [7]. An example of Bloom’s Taxonomy
is thus possible to start class with comprehension and
level one activities involved students needing
application exercises. For instance, the text’s teaching
information about 25 creatures that inhabit five
goals are based on Bloom’s taxonomy’s levels of
continents. Students were provided with a game that
memory, which will be set like “Learn and remember the
allowed them to ponder on the topic matter [19].
pronunciation, spelling and meaning of “impression”,
Understanding, level two, engaged students 32.7% of the
“be conscious of”, “range”, “encounter”, “be committed
time. In a level two lesson, students used tablets to see a
to”, “at one’s best”. The educator’s evaluation level had
3D solar system simulation and alter the representations
a few creative questions, such as “How do you believe
to understand planetary orbits better [7]. At level three,
the text’s suggestions on making a good impression apply
Students used knowledge 15.8% of the time. At level four,
to you?” “What would you do to make a good impression
7.9% of students were engaged by the Analysis module.
if you were going to a job interview?” “Review the plays
An example of level four involved students using mobile
and select the best one according to the teacher’s
devices to play a forensics science game. To crack the
instructions.” [20]. The flipped classroom and Bloom’s
case, they had to use the tools of investigative science to
taxonomy of the educational objectives are well
investigate evidence [7]. The results reveal that each level
combined in this case. Therefore, it will effectively
of Bloom’s taxonomy has its unique relevance. Based on
improve the previous classroom model and helps to
the preceding study, Bloom’s taxonomy is a successful
enhance students’ participation in class and interest in
analysis method.
learning.
To the weakness of the flipped classroom, there are
some suggestions to promote it.

683
 Advances in Social Science, Education and Humanities Research, volume 615

First of all, instructors cannot get instant feedback taxonomy of educational objectives allows teachers to
while creating the pre-class micro-video. They cannot be classify learning difficulties. Only by giving students at
aware of the students’ uncertainty regarding complex various levels the opportunity to learn knowledge in a
knowledge topics. This problem can be solved by flipped classroom can the advantages of the teaching
implementing Bloom’s taxonomy, which provides an method be truly realized.
approach to improving the efficiency of learning. Their
comprehension level shows college students’ ability to 4. CONCLUSION
comprehend and understand the material covered in the
English reading and writing class. Teachers need to know Overall, this paper establishes the combination of the
their students’ attitudes toward their subject matter based flipped classroom and Bloom’s taxonomy. With the
on performance in class and assessments before class. literature review of the flipped classroom, it is imperative
Learners who provide comments beforehand are given that the method needs to be developed brand-new
supplementary resources and micro-class films. solutions to match the different types of curricula.
Afterward, monitor the efficiency of group discussion in Although there are important discoveries revealed by
class, and take a quiz at the end of class to enhance these studies mentioned before, there are also limitations.
student comprehension via these strategies. From the First, the inconsistent of the flipped classroom resulted
examples given above, it can be inferred that Bloom’s from the differences in the types of courses. Second,
taxonomy of the educational objectives can aid instructors cannot get instant feedback while creating the
instructors in systematically understanding the objective pre-class micro-video. Thus, the solutions to these
hierarchy. Additionally, it helps students process weaknesses need to be started with curriculum design and
knowledge and solves problems more systematically and effective interaction between instructors and students.
comprehensively. It enables students to consciously This article aims to identify methods to address the
categorize the essence of problems and think through limitations of flipped classrooms via examining previous
their answers more purposefully, which is more helpful research on flipped classrooms. The author attempts to
in answering questions accurately and avoids the chance integrate Bloom’s taxonomy with the flipped classroom
of being sidetracked. and discovers that Bloom’s taxonomy effectively
Secondly, the inconsistent of the flipped classroom. increases flipped classroom’s efficiency.
Inconsistent of the flipped classroom means the impact
that the flipped classroom gave to the students. For REFERENCES
instance, some students may already be acquainted with
[1] Bishop, J., & Verleger, M. A. (2013, June). The
the flipped classroom model and therefore better suited
to learn using a combination of pre-class knowledge and flipped classroom: A survey of the research. In 2013
open discussion in class, which is more effective for them. ASEE Annual Conference & Exposition (pp. 23-
Others, however, may not be able to adjust to the new 1200).
classroom approach, have been unable to learn [2] Herreid, C. F., & Schiller, N. A. (2013). Case studies
independently and need teachers to explain their and the flipped classroom. Journal of College
knowledge. Because of this, it is not clear to these Science Teaching, 42(5), 62-66.
students how the benefits of the flipped classroom would
enhance their learning and may even harm their learning. [3] Hussey, H. D., Richmond, A. S., & Fleck, B. (2015).
Ibrahim concluded that the inconsistent of the flipped A primer for creating a flipped psychology course.
classroom is comprised of these two points: 1) These Psychology Learning & Teaching, 14(2), 169-185.
inconsistencies may have resulted from the differences in
[4] Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A
the types of courses that the flipped classroom pedagogy
systematic review of the effectiveness of flipped
is applied in; 2) They may have also resulted from the
classrooms in medical education. Medical
different levels of learning, higher vs. lower order, that
education, 51(6), 585-597.
are assessed when measuring student learning in a flipped
classroom [5]. Instead of only having one flipped [5] Agbenin, I. (2018). The Impact of Flipping an
classroom style in the school, this deficiency could be Educational Psychology Classroom on Learning at
resolved by implementing many flipped teaching Different Levels of Bloom’s Taxonomy.
methods. For instance, the teacher can gather students’ Perspectives In Learning, 17(1), 4.
questions about various writing types when teaching
English composition. Teachers can provide templates [6] Ormell, C. P. (1974). Bloom’s taxonomy and the
and writing strategies for a variety of writing assignments. objectives of education. Educational Research,
Potential solutions must be examined in light of the 17(1), 3-18.
different curricula that are utilized in the flipped [7] Crompton, H., Burke, D., & Lin, Y. C. (2019).
classroom. The author wishes that this research can help Mobile learning and student cognition: A systematic
inspire future studies. In addition, the use of Bloom’s
review of PK‐12 research using Bloom’s

684
 Advances in Social Science, Education and Humanities Research, volume 615

Taxonomy. British Journal of Educational Bloom’s Target Classification. College English

Technology, 50(2), 684-701. (Academic Edition) (01), 16-20, 26.
[8] Morton, D. A., & Colbert‐Getz, J. M. (2017).
Measuring the impact of the flipped anatomy
classroom: The importance of categorizing an
assessment by Bloom’s taxonomy. Anatomical
sciences education, 10(2), 170-175.
[9] Eisner, E. W., & Freeman, S. (2013). NOTES ON
COMPOSING AND COMPOSITION. Curriculum
& Teaching Dialogue, 15.
[10] Bates, J. E., Almekdash, H., & Gilchrest-Dunnam,
M. J. (2017). The flipped classroom: A brief, brief
history. In The flipped college classroom (pp. 3-10).
Springer, Cham.
[11] Davies, R. S., Dean, D. L., & Ball, N. (2013).
Flipping the classroom and instructional technology
integration in a college-level information systems
spreadsheet course. Educational Technology
Research and Development, 61(4), 563-580.
[12] Snowden, K. E. (2012). Teacher perceptions of the
flipped classroom: Using video lectures online to
replace traditional in-class lectures. University of
North Texas.
[13] Khan, S. (2012). The one world schoolhouse:
Education reimagined. Twelve.
[14] King, A. (1993). From sage on the stage to guide on
the side. College teaching, 41(1), 30-35.
[15] Zainuddin, Z., & Halili, S. H. (2016). Flipped
classroom research and trends from different fields
of study. International review of research in open
and distributed learning, 17(3), 313-340.
[16] Mayer, R. E., Suomala, J., & Shaughnessy, M. F.
(2000). An interview with Richard E. Mayer: about
technology. Educational Psychology Review, 477-
483.
[17] Forehand, M. (2010). Bloom’s taxonomy. Emerging
perspectives on learning, teaching, and technology,
41(4), 47-56.
[18] Athanassiou, N., McNett, J. M., & Harvey, C. (2003).
Critical thinking in the management classroom:
Bloom’s taxonomy as a learning tool. Journal of
Management Education, 27(5), 533-555.
[19] Sandberg, J., Maris, M., & De Geus, K. (2011).
Mobile English learning: An evidence-based study
with fifth graders. Computers & Education, 57(1),
1334-1347.
[20] Liu, X. (2015). Exploration of flipped Classroom in
College English Reading and writing Based on

685