VIEWPOINT

An Evaluation of E-Learning on the Basis of Bloom’s Taxonomy: An Exploratory Study
LEILA A. HALAWI AMERICAN UNIVERSITY IN DUBAI DUBAI, UNITED ARAB EMIRATES RICHARD V. MCCARTHY QUINNIPIAC UNIVERSITY HAMDEN, CONNECTICUT

SANDRA PIRES BOWLING GREEN UNIVERSITY BOWLING GREEN, OHIO

ABSTRACT. Universities have rushed to expand their delivery of courses through ABSTRACT. e-learning environments. But is e-learning effective? The authors conducted an exploratory study to evaluate e-learning through WebCT on the basis of Bloom’s taxonomy. The authors distributed 75 questionnaires to investigate whether individual or instructional factors play an important role in learning when using WebCT. On the basis of analysis of surveys from undergraduate students at a medium-sized university in the southeastern region of the United States, the authors determined that individual and instructional factors do not play a major role in the learning process. Keywords: Bloom’s taxonomy, e-learning, WebCT

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worldwide drastic change occurred in the educational system at the end of the 20th century. Various institutions have tried to bring change to the educational system and to bolster student accomplishments by focusing on schools, teachers, and students responsible for academic learning and achievement (Rothman, 1995). E-learning is an increasingly common form of instructional delivery available in academic and business arenas. E-learning environments are becoming more prevalent in teacher education (Skylar, Higgins, Boone, & Jones, 2005). Because of the rise in the use of technology and Web course tools, such as WebCT, Blackboard, and eCollege, the number of online courses offered in colleges and universities has increased drastically (Kartha, 2006). Institutions of higher education face issues with e-learning when it comes to