Our eLearning Philosophy



Observations of the eLearning Paradigm:

  • Rather than having a unidirectional conversation (as the case in a lecture), eLearning offers the student mechanisms to experiment (what if), explore additional resources, challenge others/self, self-measure and self-direct future learning objectives. This ensures maximum engagement and usually the best outcomes if mixed with coaching or mixed learning with a coach/mentor.
  • With enhanced tracking capabilities offered by technology the learner (and her support team at DQ Matters.com) can pry out weaknesses prior to exams so that final measurement is less stressful and over-all more rewarding for both parties.
  • Due to the intangible and omnipresent nature of electronic communications stakeholders (coaches, instructors, learners, workplace superiors/subordinates) can conduct asynchronous (not-same-time) interaction such as email, wikis, forums/discussion boards, blogs and synchronous (same-time) forums such as chat rooms.
  • Similar, but slightly different from the previous point, is that stakeholders don't have to be co-located, and in an international context, such as offered with DQ Matters.com, students often learn much more form acquaintances and team members online than they expected. These professional bonds offer years of shared learning even after the courses have been completed.

Our eLearning Philosophy:

  1. The benefits of new technology are nearly unending, so use every mechanism possible to engage learners and remember that if it isn't rewarding for all parties, it isn't worth doing.
  2. If you can't measure it, be skeptical of the results (be scientific).
  3. Ask learner for their input, don't assume.