Biography
Biography pending.
Conference contributions 1
DESIGNING MEANINGFUL LEARNING IN ONLINE MANAGEMENT EDUCATION:
A bloom-to-fink pedagogical transition
The development and growth of online learning in higher education has increased the need for pedagogical frameworks to support deeper student engagement and meaningful learning experiences. Bloom's taxonomy has been a guide for a long time for shaping of learning objectives in management education; however, multidimensional nature of learning in digital classrooms is not fitting completely into the hierarchical cognitive processes of the taxonomy. This study explores how integrating Fink's Taxonomy of significant learning can shape the design of an online post graduate management course. The research is based on survey responses from 186 postgraduate students and 24 faculty members involved in an online management course delivered through a webinar-based teaching environment. The study explores how course activities aligned with Fink's dimensions of learning—including application, integration, human dimension, caring, and learning how to learn—shape students' engagement and meaningful learning outcomes. The results show that the activities built around reflection, real-world application, and personal relevance help students engage more actively and understand course concepts better in large online classrooms. The study contributes to the scholarship on active learning in higher education by demonstrating Fink's taxonomy applied as a practical framework for designing meaningful learning experiences in online management education.