Week 7 - Cognitive Flexibility Theory

Cognitive Flexibility Theory

Well structured information can be taught in a traditional linear fashion. When a subject is ill-structured and complex, Cognitive Flexibility Theory is most effective.

According to cognitive flexibility theory, when information is straight forward and simple, there is no problem presenting it in a linear fashion such as in a video which runs from beginning to end. However, when complexity of information increases, using linear instruction such as tutorials and lectures to present information results in failure to accomplish important educational objectives. This is because using linear models results in oversimplification of the way the material is presented. As such the students will not be able to transfer knowledge across to new and varied situations (Spiro, et al., 1992). It is important to help students transfer what they have learned to different situations. This ability is often referred to as "cognitive flexibility." The way students are taught would determine how they create, store and structure knowledge and how flexible they will be when they must use that knowledge. To encourage cognitive flexibility requires a flexible teaching environment. Information must be presented in a variety of ways, as well as for a variety of different purposes. By doing so, students will be able to readily transfer what they have learned to different situations. The computer and the format of hypertext are well-suited to flexible instruction. It allows for multiple presentations of information. Content is covered a number of times with different purposes. The use of hypertext enables students to explore the content from different perspectives.

The link below illustrates how cognitive flexibility theory is used in teacher education.
http://www.kdassem.dk/didaktik/l4-16.htm