The Impact of A Cognitive Flexibility Hypermedia System on Pre- service Teachers’ Sense of Self-Efficacy

by Edmunds, Doug

Abstract (Summary)
The field of teacher education, like other professional programs such as library science

and business administration, constitutes an ill-structured domain wherein students often

struggle to apply basic kinds of knowledge acquired in the classroom to complex and

disparate real world cases. Traditional pre-service education programs often fail to

prepare students adequately for what they will encounter in their jobs. This study

examines the relative benefits of employing a hypermedia system based on the principles

of Cognitive Flexibility Theory (CFT) to improve outcomes in pre-service teacher

education. The experimental group was exposed to the CFT-based system, while the

control group instead participated in a field experience. The study’s findings suggest that

inclusion of CFT-based instructional tools, while improving students’ sense of self-

efficacy as teachers, does not result in major gains when compared with field experience.

While limited in focus the study lends itself well to broader applicability within other

professional domains.

Bibliographical Information:

Advisor:Gary Marchionini

School:University of North Carolina at Chapel Hill

School Location:USA - North Carolina

Source Type:Master's Thesis

Keywords:educational technology hypermedia interactive computer systems cognition cognitive flexibility teacher education methods of instruction


Date of Publication:11/15/2007

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