Using Cognitive Flexibility Theory as an instructional and collaborative model for teaching students in higher education
Abstract: This paper explores how the Cognitive Flexibility Theory (CFT) as a collaborative model has promoted student learning in a university course for engineers as teachers. More specifically this paper presents the application of CFT as an instructional and collaborative model to teach how to apply Microsoft packages in/through authentic problems, fostering multiple cases and different perspectives of learning, in the mode of situated applications in higher education students. Research results revealed that CFT may be valuable for the teaching of principles and applications. According to the findings from the experiments, the learning concepts seemed easier when students tried to apply them to real problems of/in everyday life, because of the link between theory and practice.