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.

Short 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

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Apr 1st, 10:45 AM Apr 1st, 11:15 AM

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.