Abstract
The theory of cognitive flexibility provides a strong conceptual framework for integrating the multifarious events and situations that combine to form the core of cases used in upper-level finance courses. Transference is the basic tenet of case-based learning. Students must be able to transfer their knowledge and critical thinking skills from one case to another. The issue addressed in this paper is one of practicality. How does one use the cognitive flexibility approach as a pedagogical scaffolding to construct case-based courses in finance? The purpose of this paper is to suggest a means for constructing the learning objects interface for a set of core finance cases and to illustrate how these system components are used to facilitate the learners' cognitive and metacognitive development.
Recommended Citation
(2004)
"Mapping the components of finance cases using the cognitive flexibility model,"
Journal of Economics and Finance Education: Vol. 3:
Iss.
2, Article 6.
Available at:
https://scholarship.rollins.edu/jefe/vol3/iss2/6
