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The effectiveness of cognitive flexi...

Simpson, Katherine P.

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The effectiveness of cognitive flexibility hypertext in promoting active learning pedagogy: A multiple-case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effectiveness of cognitive flexibility hypertext in promoting active learning pedagogy: A multiple-case study./
Author:	Simpson, Katherine P.
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0530.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3204146
ISBN:	9780542531453

The effectiveness of cognitive flexibility hypertext in promoting active learning pedagogy: A multiple-case study.
Simpson, Katherine P.

The effectiveness of cognitive flexibility hypertext in promoting active learning pedagogy: A multiple-case study. - 208 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0530.

Thesis (D.A.Ed.)--George Mason University, 2006.

Cognitive Flexibility Theory (CFT) and the pedagogical model of Cognitive Flexibility Hypertext (CFH) were used for professional development in higher education. Novice and experienced instructors gained familiarity with active learning strategies as they participated in the training and found the experience affirming. Adjunct instructors typically bring content expertise but little experience with classroom pedagogy. They are less familiar with educational research suggesting that active and learner-centered instructional environments are more conducive to learning than passive, lecture-driven instruction. Prior research indicated that CFH might be appropriate for professional development in higher education: it offers flexible approaches to complex content. Distinctive CFH characteristics include cases and themes, nonlinear content organization, and multiple perspectives. Eighteen participants used Coach, the CFH that I designed to acquaint them with active learning pedagogy. Data revealed the extent Coach components supported participants' meaningful knowledge acquisition. Participants explored, embraced, and moved beyond active learning pedagogy in Coach to construct action plans to use with their students. Results showed that educators found this CFH highly effective, especially when combined with collaborative discussions in workshop environments. Future research will explore use of Coach beyond the discipline of English so that instructors in all areas of higher education have the opportunity to become familiar with active learning strategies for use in their traditional and nontraditional learning environments.

ISBN: 9780542531453Subjects--Topical Terms:

1018008
Education, Community College.

The effectiveness of cognitive flexibility hypertext in promoting active learning pedagogy: A multiple-case study.
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500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0530.
500 $a Adviser: Nada Dabbagh.
502 $a Thesis (D.A.Ed.)--George Mason University, 2006.
520 $a Cognitive Flexibility Theory (CFT) and the pedagogical model of Cognitive Flexibility Hypertext (CFH) were used for professional development in higher education. Novice and experienced instructors gained familiarity with active learning strategies as they participated in the training and found the experience affirming. Adjunct instructors typically bring content expertise but little experience with classroom pedagogy. They are less familiar with educational research suggesting that active and learner-centered instructional environments are more conducive to learning than passive, lecture-driven instruction. Prior research indicated that CFH might be appropriate for professional development in higher education: it offers flexible approaches to complex content. Distinctive CFH characteristics include cases and themes, nonlinear content organization, and multiple perspectives. Eighteen participants used Coach, the CFH that I designed to acquaint them with active learning pedagogy. Data revealed the extent Coach components supported participants' meaningful knowledge acquisition. Participants explored, embraced, and moved beyond active learning pedagogy in Coach to construct action plans to use with their students. Results showed that educators found this CFH highly effective, especially when combined with collaborative discussions in workshop environments. Future research will explore use of Coach beyond the discipline of English so that instructors in all areas of higher education have the opportunity to become familiar with active learning strategies for use in their traditional and nontraditional learning environments.
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