Hyperarchical Course Structure for Teaching Stock Valuation

Student centered learning in finance requires creative pedagogical approaches for presenting ideas and information that challenge learners to expand the depths of their understanding of and receptivity to the subject matter of analytical finance. The central aim of our approach is to enhance the learner's ability to transfer knowledge about the security valuation process into novel situations. The paper's fundamental premise is that knowledge taught in only a single context is less likely to support flexible transfer than knowledge taught in multiple contexts. We have taken principles from the theory of cognitive flexibility and incorporated them into a hyperarchical web interface to illustrate an alternative way to teach security valuation