African Journal of Hospitality, Tourism and Leisure (Aug 2019)
Understanding Bloom’s taxonomy for improved student learning in tourism and hospitality at a university of technology in South Africa.
Abstract
The aim of this theoretical paper is to unpack the process of learning whilst understanding Bloom’s taxonomy. The research questions which guide this review are: How is Bloom’s taxonomy linked to learner outcomes? How can the use of Bloom’s taxonomy guide a systematic assessment of and for student learning? How can student learning be further enhanced? Studies have shown how the appropriation of Bloom’s taxonomy can enhance active student engagement and, consequently, create a conducive learning environment when applied to learner outcomes, learner objectives and during assessments and activities. Bloom’s taxonomy was developed to apply multiple domains of thinking and not just the knowledge of learning. Students within the field of tourism and hospitality are expected to enter an ever changing, client-focused and demanding enviroment which requires constant paticipation, enthusiasm and the ability to work with people. Literature reflects how students entering university may not necessarily be academically prepared as high level of drop outs exist. Findings from the literature also reflect challenges for educators and students alike, which may hinder the learning process are, inter alia overcrowded classrooms, diversity in student cultures, language differences and styles of teaching. The learning process is also challenged by the concept of selfstudy and facilitation as the passive form of instruction is minimised. In addition, the learning process could be affected by the educator’s enthusiasm, knowledge and experience. Recommendations, therefore, include empowering educators with skills to understand the different styles of learning and implementing learner profiles, as well as encouraging case-based learning with a variety of activities in order to promote higher-order learning. By applyiing the most appropriate learning approach, with the style relevant to the student, positive results can be obtained. Lecturers must apply Bloom’s taxonomy to accommodate a variety of students’ learning needs, and ensure full cognitive development.
