Cognitive flexibility theory and its implications for designing CBI

It is argued that cognitive flexibility theory implemented in hypertext provides an effective model for designing and developing computer-based instruction to support advanced knowledge acquisition which is required by professionals to solve real-world problems.

Abstract

In this chapter, I argue that cognitive flexibility theory implemented in hypertext provides an effective model for designing and developing computer-based instruction to support advanced knowledge acquisition which is required by professionals to solve real-world problems. It is first necessary to distinguish between introductory knowledge, advanced knowledge, and expertise. I will then focus on problems in designing instruction to support advanced knowledge acquisition from computer-based environments. A solution to these problems is the construction of hypertext environments designed using cognitive flexibility theory. After describing the basic attributes and principles of cognitive flexibility theory and hypertext, I briefly describe how they have been implemented in two instructional environments to support advanced knowledge acquisition. I evaluate these two hypertext environments using the principles of flexibility theory as criteria and finally describe some preliminary empirical support of this combination of instructional theory and technology.