In the current day scenario, teaching takes place either on the blackboard or on a power point presentation projected on the wall. Traditional methods of teaching are going to become a thing of the ...past. Instead, imagine students focusing their mobile screens in the middle of the classroom and they will be all viewing holographic 3D objects surfacing from a table and the teacher explaining the visuals. This is going to be a reality in the near future and this technological innovation will transform the teaching-learning process. The objective of this paper is to propose a framework for using Augmented Reality in mobile phones for engineering education. Use of mobile devices in education provide a new educational paradigm, called M-Learning, It offers many opportunities for students to work on their creativity, while at same time it becomes an element of motivation and collaboration. This paper proposes the modern way of AR technology in engineering education, a handy tool to make teaching and learning effective and also proposes a experimental setup to convert a topic to an Android App.
The development of students' higher order learning is a critical component of education. For decades, educators and scientists have engaged in an ongoing debate about whether higher order learning ...can only be enhanced by building a base of factual knowledge (analogous to Bloom's taxonomy) or whether higher order learning can be enhanced directly by engaging in complex questioning and materials. The relationship between fact learning and higher order learning is often speculated, but empirically unknown. In this study, middle school students and college students engaged in retrieval practice with fact questions, higher order questions, or a mix of question types to examine the optimal type of retrieval practice for enhancing higher order learning. In laboratory and K-12 settings, retrieval practice consistently increased delayed test performance, compared with rereading or no quizzes. Critically, higher order and mixed quizzes improved higher order test performance, but fact quizzes did not. Contrary to popular intuition about higher order learning and Bloom's taxonomy, building a foundation of knowledge via fact-based retrieval practice may be less potent than engaging in higher order retrieval practice, a key finding for future research and classroom application.
Educational Impact and Implications Statement
This study demonstrates that students' higher order learning increases most from higher order retrieval practice, or no-stakes quizzes with complex materials that engage students in bringing what they know to mind. Although fact quizzes were beneficial for fact learning, they did not facilitate higher order learning, contrary to popular intuition based on Bloom's taxonomy.
Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and ...demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.
Learning trend has been shifted from a conventional way to a digital way in the form of E-learning, but it faces a high dropout ratio. Lack of engagement is one of the primary factors reported for ...this issue as the same type of course content is presented to learners despite their different background, knowledge and learning styles. Different researchers used adaptive learning techniques to increase students' performance and engagement, but it has not affected too much for reducing the dropout ratio. One of the major problems with these adaptive techniques is to focus on one thing. To target this issue we have proposed the framework that provides adaptive content to each student based on his learning dimensions and knowledge background as per Bloom's Taxonomy. The results of the experiment show a significant increase in students' engagement and performance.
The paper deals with assessment of the influence of adaptive e-learning as a part of learning analytics on learning effectiveness of primary school pupils. E-learning exercises containing implemented ...adaptive elements were created in accordance with the Bloom's Taxonomy. Within the pilot study the authors detected high percentage success rate during e-learning exercise completion. This leads to formulation of the question „Can any e-learning exercise of lower cognitive levels of Bloom's taxonomy be skipped without affecting the cognitive thinking for solution of the e-learning exercises on upper cognitive levels of Bloom's taxonomy?” To answer the question, the algorithm of adaptive e-learning was defined and hypotheses were established. The research was carried out as pedagogical experiment comparing the results of both experimental and control groups of pupils. The research hypotheses were confirmed by statistical analysis of the research data. The results confirm that adaptive features of e-learning can be implemented in the primary education. The research results confirm the fact that educational objectives can be achieved with some pupils more effectively. Consequently, the implementation of adaptive elements into e-learning at the primary school supports an individual approach when completing e-learning exercises according to the principle of cognitive computing.
•Adaptive e-learning (AE) application in primary school education were studied.•Algorithm for primary AE based on concept of learning analytics was proposed.•Adaptive algorithm of primary AE meets the typical features of cognitive computing.•Learning effectiveness (LE) was clearly and exactly defined.•It was confirmed that the LE of primary e-learning increases by utilization of AE.
•Accounting graduates need to have strong critical thinking skills.•Most accounting graduates have only limited critical thinking skills.•Accounting education should emphasize critical ...thinking.•Accounting educators should learn about their students’ cognitive development.•Accountant educators need cross-curricular critical thinking research.
For many years, accounting education research has highlighted the need for students to develop stronger critical thinking skills. This need has become even more imperative as the accounting profession continues to transition, and entry-level accountants are expected to demonstrate stronger critical thinking skills earlier in their careers. In this paper, we revisit the higher education literature to identify key recommendations for accounting education to simultaneously develop desired critical thinking skills and accounting technical knowledge. Based on existing research in higher education, we recommend that accounting educators apply a model of cognitive development—the reflective judgment model—to better understand students’ thinking and to design and employ more effective learning activities. To encourage adoption of this approach, we summarize existing accounting education recommendations for improved critical thinking education. Although we believe that these recommendations are beneficial, we recognize that only limited accounting education research supports the ideas presented here. Accordingly, we propose calls to action for additional research in this area. Our students need for us to identify and adopt educational practices to generate graduates who have the critical thinking skills required by our rapidly-changing profession. To meet this need, researchers should actively engage in activities to fill the gap in empirical data about the development of students’ critical thinking skills throughout the accounting curriculum. Also, accounting departments and faculty need to support both educational research and improved learning design.
This qualitative study looks at multiple-choice questions (MCQs) in examinations and their effectiveness in testing higher-order cognition. While there are claims that MCQs can do this, we consider ...many assertions problematic because of the difficulty in interpreting what higher-order cognition consists of and whether or not assessment tasks genuinely lead to specific outcomes. We interviewed university teachers from different disciplines to explore the extent to which MCQs can assess higher-order cognition specified in Bloom's taxonomy. The study showed that study participants believed MCQs can test higher-order cognition but most likely only at levels of 'apply' and 'analyse'. Using MCQs was often driven by the practicality of assessing large classes and by a need for comparing students' performances. MCQs also had a powerful effect on curriculum due to the careful alignment between teaching and assessment, which makes changes to teaching difficult. These findings have implications for both teaching and how higher education is managed
This paper aims to identify and explore the learning objectives outlining the core knowledge for forensic accounting education. Bloom's taxonomy is used to outline and analyze the core knowledge for ...forensic accounting education (e.g. fraud examination, litigation support, business valuation, and IT forensic accounting) in 15 Australian universities that provide forensic accounting courses. Furthermore, this paper applies a qualitative method to forensic accounting curricula, handbooks, and syllabi. These educational documents were retrieved from Australian universities. The findings report learning objectives under core content knowledge distributed over Bloom's cognitive areas. This study also provides a unified set of learning objectives to harmonize forensic accounting courses' teaching and learning processes. The most promising contribution of the paper is to provide a set of learning objectives in all forensic accounting subtopics. The main implications of this paper are relevant to forensic accounting educators, students, standard setters, researchers, regulators, and curricula designers.
In this work, a new educational model with experiential learning concept is proposed to address the skill gap between organizational expectations from their workforce and talent generated from the ...educational institutions. In this model, at first, skills expected from the workforce are identified across various domains and formed into modules. Then, each module is defined with required skill level and clear evaluation criteria to measure the skill level are framed. In the next stage, these modules are fitted into the syllabus of the curriculum and course content is mapped with outcomes along with expected cognitive level. The teaching and evaluation process, then, follows through experiential learning cycles until the students attain course outcomes with expected cognitive levels. Further the process will be repeated until the student’s cognitive level reaches the organizational expectations by refining the curriculum and course outcomes. The proposed method is illustrated with a case-study considering a product development scenario. The results are presented in the form of structure of data flow, specific domains and modules, evaluation criteria for specific modules to judge the skill level and illustration of experiential cycle with key parameters.
To determine the impact of cognitive style on change of concept of engagement in the flipped classroom, a sequential analysis from the perspective of Bloom's Taxonomy was conducted to establish if ...significant differences existed between the learning achievements and engagement of students with different cognitive styles. The participants were pre-service teachers who had registered for a school-based curriculum development methodology course in China, with a total of 53 students from two classes, who performed a total of 1,599 behaviors in the discussion sections. The results show that the concepts of "evaluate" (31.52%) and "analyze" (27.77%) were the two most frequent behaviors in the Bloom's Taxonomy. The "remember" and "evaluate" were the significant starting behaviors for all of the students; "remember" and "evaluate" were the significant starting behaviors for the intuitive-style students, while "understand" was a significant starting behavior for the analytical-style students. This confirms that the students with different cognitive styles implemented multiple strategies for learning. It is also found that the flipped learning promoted the students' achievement. The conclusions suggest that it is important to match the cognitive styles of students as well as the instructional methods in order to improve students' learning.
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