The underpinning theory of cognitive flexibility is stated as the learning in a complex and an ill-structured environment. This is done through constructivism, as the learner must present their own views and knowledge from their experiences.
This theory concentrates on the persons learning based on their previous knowledge. This enables them to apply this knowledge and recreate furthermore and individual interpreted skills.
The context of learning must be clearly instructed; as the learner depends on this, otherwise this leads to failures. The content must show multiple views of the subject and encourage learners to construct their views. By using the Internet, the instructor of the contents should produce navigation to the program for ease and should guide and suggest to the learners of where to gather and acquire information.
The Cognitive Flexibility is the theory of learning, mental representation and instruction. This theory works on the presentation of information on multiple perspectives and examples of information such as case studies.
An example of cognitive theory in action follows the design of a hypertext program on transfusion medicine. Jonassen, Ambruso & Olesen followed this program and applied the cognitive flexibility theory to it. The program enabled medical students to go through clinical cases, which they must diagnose and treat from previous knowledge and further reading. This sort of learning environment demonstrates the various perspectives available and relies on the student of applying constructive knowledge.
'For learners to develop cognitively flexible processing skills and to acquire contentive knowledge structures which can support flexible cognitive processing, flexible learning environments are required which permit the same items of knowledge to be presented and learned in a variety of different ways and for a variety of different purposes (commensurate with their complex and irregular nature).'
R. Spiro, P. Feltovich and R. Coulson.
Cognitive flexibility is especially focused on interactive technology such as the Internet. The Internet provides non-linear structure for learning. This type of structure is well suited for those who wish to apply previous knowledge in different methods, in hypermedia and therefore allowing them to learn in their own way. It also allows new learners to learn through constructivism.
'Instruction based on this new constructivist orientation can promote the development of cognitive- flexibility using theory -based hypertext systems that themselves possess characteristics of flexibility that mirror those desired for the learner.' Rand J. Spiro, Paul J. Feltovich, Michael 1. Jacobson and Richard L. Coulson.
The Internet is a good source of learning as creates and enables the learners to the open world. The Internet allows the flow of communication at ease. This is done by the obvious electronic mailing system, as it encourages learners to communicate freely to one another. Discussions, information and infinite loads of data are available for the learners. These types of data can be found in various forms such as sounds, videos, pictures etc. The Internet is used in all means for education, as teachers may decide to upload note for students and make websites especially available for them.
Jean Piaget's interpretation of cognitive constructivism is based on the statement that humans cannot be given information, which they should be able to directly understand and put in use immediately. Piaget believes that humans construct their own way around previous and given knowledge. This can then be built into a mental model of learning in their head, which they will have the ability to expand, change and apply.
The Cognitive flexibility theory is based upon the foundation of learning purely from complex environments using supportive interactive technologies. Under the constructive elements, the learning theory is incorporated by the fact where we as individuals construct our own knowledge through all kinds of experience and skills.
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