eDGH uses evidence-based, effective strategies to design, develop, and deliver blended and online learning programs to healthcare professionals. We base our philosophy on the theory of constructivism, which states that learners build on their existing knowledge to learn new information, often through experience and social discourse. eDGH facilitates this learning through activities such as problem-based learning, simulations rooted in real-world examples, case studies, self-reflection, and peer learning.
Our team complements the theory of constructivism with Malcolm Knowles’s six principles of andragogy, which includes explaining the relevance of the concepts being taught, providing scaffolding for learners to build on their experience, and creating problem-focused training. Placing the learner in the center of the learning process can lead to greater retention of knowledge and an increased motivation to learn.
eDGH also takes different domains of learning (cognitive, affective, and psychomotor) into account when developing e-learning courses, translating these domains to knowledge, attitudes, and practice. Analyzing the type of learning domain or outcome needed for a particular concept helps identify optimal activities, assessments, and learning modalities. In a blended learning training, this can mean presenting cognitive activities in an online format and affective and psychomotor activities in face-to-face settings.
eDGH helps clients and content experts to clearly align job and work goals with course objectives, create authentic experiences, and provide scaffolding, which can build learners’ confidence in e-learning. To capitalize on intrinsic motivation, eDGH incorporates activities in the affective domain, which deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.
One of eDGH’s objectives is to create engaging e-learning products. Research has shown that relying solely on passive learning activities, such as ‘talking head’ video lectures or reading materials, can be less engaging for learners. eDGH employs a mix of activity types: short, didactic lectures and readings (passive) are interspersed with mini quizzes, discussions, self-reflection, and other interactive elements to enhance engagement.
When designing and developing e-learning products, eDGH also subscribes to Richard Mayer’s cognitive theory of multimedia learning, which states that adults learn more deeply when information is presented by both text and graphics.