Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility
Background and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple informatio...
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| Format: | Article |
| Language: | fas |
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Shahid Rajaee Teacher Training University (SRTTU)
2023-09-01
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| Series: | Fanāvarī-i āmūzish |
| Subjects: | |
| Online Access: | https://jte.sru.ac.ir/article_1963_3894fc835522c71207d37fe3533bd023.pdf |
| _version_ | 1797656091926986752 |
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| author | Z. Karami |
| author_facet | Z. Karami |
| author_sort | Z. Karami |
| collection | DOAJ |
| description | Background and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information displays. Cognitive flexibility is the ability of humans to adapt to cognitive process strategies in order to cope with new and unexpected conditions in the environment, and can help learners gain a deep understanding of complex concepts. In cognitive flexibility, the transfer of information from one situation to another allows the learners to apply the constructed knowledge to solve current problems. Electronic and virtual learning environments have capabilities that can better enhance learners' cognitive flexibility. Multiplicity in content, activities, interaction, and active participation are among the criteria for cognitive flexibility that can be accessed through electronic and virtual learning environments. Therefore, the aim of this study was to provide a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility.Methods: This study was qualitative research that was conducted in a Meta-Synthesis method. To collect data, keywords such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility, etc. were selected and articles, theses, and related texts were searched in reliable databases, from 1992 to 2020. Finally, 30 related sources were found. Among these sources, 25 of the most relevant texts related to the research questions were selected. After the detailed study of the texts, according to the research questions, the necessary information was extracted. Findings: The results of the findings in response to the first question of the research were to present the principles and criteria of the theory of cognitive flexibility, and in response to the second question of the research, based on the principles and criteria of the theory of cognitive flexibility, the necessary framework for the design of electronic and virtual learning environments was presented. In this framework, two parts of different forms of learning and different views about learning were proposed and in each part, content dimensions, pedagogical tools, human interactions, and evaluation and criteria related to each dimension were introduced. According to the criteria raised in the dimension of different forms of learning, it can be said that to increase the cognitive flexibility of learners in electronic learning environments, variety of content, variety of methods and activities, variety of interactions and variety of assessment tools were of particular importance. Also, according to the criteria raised in the dimension of different perspectives of learning, we can also conclude that to increase cognitive flexibility in electronic learning environments, the variety of examples, exercises, and examples, the variety of mutual relationships between the concepts, diversity in people's points of view, review, analysis and combination of diverse points of view, diversifying the points of view on the discussed topic were important. The diversity of methods and solutions in the process of problem-solving were highly important. These environments should be prepared in such a way that they could provide the context for the learner's involvement and activity so that the learner could have an active involvement in the learning process and build knowledge that would meet the needs of different situations and could be used to solve real problems.Conclusion: Based on the results of the study, the principles and criteria of cognitive flexibility were extracted and based on those principles and criteria, the necessary framework for designing electronic and virtual learning environments was presented, which can be a guide for planners, designers of electronic and virtual learning environments, teachers, and other educators to strengthen the cognitive flexibility of learners through the design of suitable electronic and virtual learning environments. |
| first_indexed | 2024-03-11T17:24:21Z |
| format | Article |
| id | doaj.art-00782de72e1246e19592c09a4416a82c |
| institution | Directory Open Access Journal |
| issn | 2008-0441 2345-5462 |
| language | fas |
| last_indexed | 2024-03-11T17:24:21Z |
| publishDate | 2023-09-01 |
| publisher | Shahid Rajaee Teacher Training University (SRTTU) |
| record_format | Article |
| series | Fanāvarī-i āmūzish |
| spelling | doaj.art-00782de72e1246e19592c09a4416a82c2023-10-19T05:53:45ZfasShahid Rajaee Teacher Training University (SRTTU)Fanāvarī-i āmūzish2008-04412345-54622023-09-0117478379610.22061/tej.2023.9686.28851963Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibilityZ. Karami0Department of educational sciences, Farhangian University, Tehran, IranBackground and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information displays. Cognitive flexibility is the ability of humans to adapt to cognitive process strategies in order to cope with new and unexpected conditions in the environment, and can help learners gain a deep understanding of complex concepts. In cognitive flexibility, the transfer of information from one situation to another allows the learners to apply the constructed knowledge to solve current problems. Electronic and virtual learning environments have capabilities that can better enhance learners' cognitive flexibility. Multiplicity in content, activities, interaction, and active participation are among the criteria for cognitive flexibility that can be accessed through electronic and virtual learning environments. Therefore, the aim of this study was to provide a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility.Methods: This study was qualitative research that was conducted in a Meta-Synthesis method. To collect data, keywords such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility, etc. were selected and articles, theses, and related texts were searched in reliable databases, from 1992 to 2020. Finally, 30 related sources were found. Among these sources, 25 of the most relevant texts related to the research questions were selected. After the detailed study of the texts, according to the research questions, the necessary information was extracted. Findings: The results of the findings in response to the first question of the research were to present the principles and criteria of the theory of cognitive flexibility, and in response to the second question of the research, based on the principles and criteria of the theory of cognitive flexibility, the necessary framework for the design of electronic and virtual learning environments was presented. In this framework, two parts of different forms of learning and different views about learning were proposed and in each part, content dimensions, pedagogical tools, human interactions, and evaluation and criteria related to each dimension were introduced. According to the criteria raised in the dimension of different forms of learning, it can be said that to increase the cognitive flexibility of learners in electronic learning environments, variety of content, variety of methods and activities, variety of interactions and variety of assessment tools were of particular importance. Also, according to the criteria raised in the dimension of different perspectives of learning, we can also conclude that to increase cognitive flexibility in electronic learning environments, the variety of examples, exercises, and examples, the variety of mutual relationships between the concepts, diversity in people's points of view, review, analysis and combination of diverse points of view, diversifying the points of view on the discussed topic were important. The diversity of methods and solutions in the process of problem-solving were highly important. These environments should be prepared in such a way that they could provide the context for the learner's involvement and activity so that the learner could have an active involvement in the learning process and build knowledge that would meet the needs of different situations and could be used to solve real problems.Conclusion: Based on the results of the study, the principles and criteria of cognitive flexibility were extracted and based on those principles and criteria, the necessary framework for designing electronic and virtual learning environments was presented, which can be a guide for planners, designers of electronic and virtual learning environments, teachers, and other educators to strengthen the cognitive flexibility of learners through the design of suitable electronic and virtual learning environments.https://jte.sru.ac.ir/article_1963_3894fc835522c71207d37fe3533bd023.pdfelectronic and virtual learningenvironmentstheory of cognitive flexibilityprinciples of cognitive flexibilitycriteria of cognitive flexibilitymeta-synthesis |
| spellingShingle | Z. Karami Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility Fanāvarī-i āmūzish electronic and virtual learning environments theory of cognitive flexibility principles of cognitive flexibility criteria of cognitive flexibility meta-synthesis |
| title | Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| title_full | Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| title_fullStr | Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| title_full_unstemmed | Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| title_short | Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| title_sort | providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility |
| topic | electronic and virtual learning environments theory of cognitive flexibility principles of cognitive flexibility criteria of cognitive flexibility meta-synthesis |
| url | https://jte.sru.ac.ir/article_1963_3894fc835522c71207d37fe3533bd023.pdf |
| work_keys_str_mv | AT zkarami providingaframeworkfordesigningelectronicandvirtuallearningenvironmentsbasedontheprinciplesandcriteriaofcognitiveflexibility |