This paper presents findings from the practical implementation of Bloom’s taxonomy into the class of Intercultural Business Communication that has been taught for several years at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The class utilizes blended learning, and recently, Bloom’s taxonomy has been introduced into the online course. Research I tests the students’ satisfaction with the class before introducing Bloom’s taxonomy, and Research II tests the students’ satisfaction with the new approach using the Bloom’s taxonomy. The findings are as follows: the students realized the difference after the implementation of Bloom’s taxonomy into the online course; moreover, the students also evaluated the new course in a much more positive way than the previous one. Bloom’s taxonomy, therefore, proved to be enormously useful in this blended learning environment, and the present paper highlights the importance of such an implementation. As a consequence, blended learning courses using Bloom’s taxonomy will be more systematic and therefore more efficient. The results of this research show that proper linguistic utilization of Bloom’s taxonomy terminology proved to be useful, and the paper stresses the importance of systematic approaches in blended learning courses so that they are creative and attractive for the new generation of online course users. Considering the small number of participants, further studies are needed to confirm the results of this research.
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