The pedagogical limits of asynchronous learning objects: An analysis of an interactive citation module using Bloom’s Taxonomy
Type of Presentation
Poster Session
Conference Strand
Assessment
Target Audience
Higher Education
Location
Individual Papers
Relevance
Information literacy is one of the primary topics that academic librarians are concerned with teaching. As librarian educators look for different strategies to engage learners, asynchronous learning objects in various forms (e.g. videos, modules, libguides) are increasingly produced. Understanding the pedagogical limits of asynchronous learning objects may help librarians develop impactful and meaningful exercises and assessments for deeper student learning.
Proposal
Bloom’s taxonomy is a well-known tool that educators use to gauge the level of cognitive processing of a given instructional intervention for students. The taxonomy is hierarchical, ranging from formative and concrete knowledge to abstract higher order of thinking. Instructional approaches such as the flipped classroom model rely on Bloom’s, with the goal to have students independently work on remembering and understanding material outside the classroom, with class time dedicated to higher order processes like application, analysis, evaluation, and creation. In the pandemic reality of online learning, Library instructors have looked to the flipped model and have created more asynchronous learning objects (such as videos, powerpoints, handouts, and interactive modules) than ever before. This poster analyzes a Library-created asynchronous interactive citation module and argues that even the most sophisticated asynchronous learning objects are inherently limited to lower order processes within Bloom’s taxonomy, at best building in opportunities for learners to self-assess. This argument has ramifications for how we approach instruction in the post-pandemic world: Library-created asynchronous materials have immense value, but cannot replace the higher order processes that students receive within a synchronous environment from a Library instructor.
Presentation Description
In the pandemic reality of online learning, Library instructors have looked to the flipped model and have created more asynchronous learning objects (such as videos, powerpoints, handouts, and interactive modules) than ever before. This poster analyzes a Library-created asynchronous interactive citation module and argues that even the most sophisticated asynchronous learning objects are inherently limited to lower order processes within Bloom’s taxonomy, at best building in opportunities for learners to self-assess.
Keywords
Online learning, Asynchronous learning objects, Bloom’s taxonomy, Flipped classroom, Assessment
Publication Type and Release Option
Event
Recommended Citation
Chee, Michael and Weaver, Kari D., "The pedagogical limits of asynchronous learning objects: An analysis of an interactive citation module using Bloom’s Taxonomy" (2022). Georgia International Conference on Information Literacy. 46.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/46
The pedagogical limits of asynchronous learning objects: An analysis of an interactive citation module using Bloom’s Taxonomy
Individual Papers
Bloom’s taxonomy is a well-known tool that educators use to gauge the level of cognitive processing of a given instructional intervention for students. The taxonomy is hierarchical, ranging from formative and concrete knowledge to abstract higher order of thinking. Instructional approaches such as the flipped classroom model rely on Bloom’s, with the goal to have students independently work on remembering and understanding material outside the classroom, with class time dedicated to higher order processes like application, analysis, evaluation, and creation. In the pandemic reality of online learning, Library instructors have looked to the flipped model and have created more asynchronous learning objects (such as videos, powerpoints, handouts, and interactive modules) than ever before. This poster analyzes a Library-created asynchronous interactive citation module and argues that even the most sophisticated asynchronous learning objects are inherently limited to lower order processes within Bloom’s taxonomy, at best building in opportunities for learners to self-assess. This argument has ramifications for how we approach instruction in the post-pandemic world: Library-created asynchronous materials have immense value, but cannot replace the higher order processes that students receive within a synchronous environment from a Library instructor.
