Technology-Enhanced Learning in Light of Bloom’s Taxonomy: A Student-Experience Study of the History of Architecture Course

Abstract

The purpose of this study is to determine whether and how the use of video-based learning resources by architecture students contributes to the development of high-order cognitive abilities in light of Bloom’s revised taxonomy, as well as how satisfied these students are with this integration into their coursework. Convenience sampling was used to recruit participants who completed a two-phase questionnaire (n = 52) and focus-group interviews (n = 16). This study provided empirical evidence of the advantages of this integration in establishing a student-centered atmosphere, and as a cost-effective, accessible, and sustainable strategy for enhancing blended learning in the field of architectural history. Nonetheless, the examination of the narratives suggests that this strategy primarily nurtures low-order cognitive abilities. To maximize the potential of this pedagogical strategy to improve student learning outcomes, educators must develop curricula that nurture high-order thinking using Bloom’s taxonomy taking into consideration the characteristics of each discipline. Learning activities should go beyond memorization and recall of facts, allowing students to apply, analyze, synthesize, and evaluate their knowledge, as well as consider concepts from multiple perspectives.