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.
This paper was written while I was a visiting professor in the Vakgroep Instructietechnologie, Toegepaste Onderwijskunde, Universiteit Twente, Netherlands. I thank them for their support.
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Jonassen, D.H. (1992). Cognitive flexibility theory and its implications for designing CBI. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_23
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DOI: https://doi.org/10.1007/978-3-662-02840-7_23
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