The Training Place ................







Bullet What we do!!

Bullet Design

Bullet Delivery

Bullet Performance

Bullet Contact Us

Bullet Research

Bullet Resellers

Bullet Affiliates

Bullet Federal Proposals & Opportunities

Bullet News & Events


Bullet Newsletter

Bullet Brochure

Are you being asked to determine an enterprise-wide e-learning strategy? Here is a free copy of our Building a Strategic Plan for E-Learning.


  • Are you looking for measures to assess innovation and learning ability?
  • Do you need to assess how people manage learning and performance to help them succeed?
  • Are you considering how to prepare today's student for tomorrow's elearning challenges?

Technology is changing the way we think and today's learners need a clear understanding of the skills necessary for learning in the future. Tomorrow's learners need to be more self-directed, independent, self-motivated, self-disciplined, and responsible for their own learning success. You are invited to explore our products and services to help meet these challenges. The Training Place (TTP) is pleased to share our expertise and experience gained through years of learning, memory, and performance research.

We have a variety of tools to help you identify learning ability, strengths, and motivations, predict innovation and creativity, and develop individuals to meet high achievement and performance standards. We can help you deal with these and similar questions?

  • How are the expectations and digital experiences of online students changing?
  • How do we coordinate teaching and assessment to promote student learning?
  • What can we learn about students' individual differences in learning to help them succeed?
  • How can assessments both directly and indirectly assist students to learn and achieve successfully?
  • What assessments measure the domains of innovation or learning ability, especially online learning ability?
  • Which tutorials are available to help students improve creativity and learning ability more successfully?
  • How can we mentor students to improve self-assessment, self-direction, and learner control?
  • What research fosters a student-focus on learning improvement and strategies for high achievement?

Learning and innovation are measurable domains of expertise. The neurosciences are helping us be more precise about defining these domains. It is important to know just how prepared and how able an individual is to learn or create. The LOQ is a 25-item survey that measures learning ability and describes dispositions and readiness to learn. It is particularly effective in online learning environments where many students find the transition from classroom to e-learning environments difficult or troublesome. Based upon the Learning Orientation research foundations, the LOQ provides scores that are unique indicators of the individual's approach to learning (dispositions to learn) and describe attributes for learning success and creativity. Scores offer explanations for individual differences in learning and performance, including expectations, beliefs, preferences, strategies, skills, values, and approaches. Designers and developers can use the scores to guide the more sophisticated use of instructional and assessment strategies. Educators or mentors can use the scores to help individuals improve learning and study strategies. Organizations can use the scores to reduce attrition rates and predict academic outcomes, e.g., time to degree completion or time needed to study.

The Learning Orientation (LO) Research discusses the theoretical foundations for understanding sources for individual learning differences. It specifically explores the important impact of emotions, intentions, and social factors on learning and innovation. Discovery in the neurosciences in the last ten years have revealed the extraordinary complexities of brain activity and multiple levels of processes interacting dynamically. These theories highlight more than the cognitive element, they explore the DOMINANT power of emotions and intentions on brain development (brain plasticity).

The conventional, commonly accepted cognitive perspective (e.g., how learners think or prefer to process information, such as, learning styles and strategies) erroneously suggests that cognitive aspects are the dominant impact on how we learn differently. This focus typically subjugates (or even overlooks) the role played by emotions and intentions.  The LO research explores a more robust understanding of how learners approach different learning situations, environments, and instructional presentations within the context of a comprehensive set of key psychological factors--that influence how learners learn more or less successfully.

Learning Orientation improvement strategies are available at:

The LOQ has already helped paved the way for innovation throughout the industry and in educational practice. Using the LOQ has successfully helped customers reduce waste of resources, identify at-risk learners, provide strategies for intervention, predict learning ability or creativity, provide measures for sophisticated learning or innovation, personalize learning, and collect historical data for analysis and improvement. Our ability to use the learning orientation research to prescribe and adapt instructional strategies makes our approach unique and innovative.

  • Another recent WGU paper, entitled “Effectiveness of Web-based Learning Opportunities in a Competency-based Program” also discusses use of the Learning Orientation Questionnaire. “These shocking [completion rate] results prompted us to examine students' learning orientations.” They have successfully used the LOQ since 2002. They also effectively use the LOQ to estimate time to degree completion and time to study requirements.
  • Here is a link describing how one researcher (Dr. Edward Jones, Professor) used the LOQ as a tool for early identification of university students at-risk for course non-completion or drop out. This study suggests: "Moreover, since most web-based courses tend to be designed to encourage self-direction, exploration, coaching and mentoring, this study found a significant correlation between LOQ scores and student grades."  “In addition, this study found that LOQ scores can be used to identify students at-risk of not completing an online course. Instructors should identify students with low LOQ scores and ensure that they have the necessary prerequisites for the course. In some cases, they may need one-on-one tutoring and additional guidance from their instructor. Once identified, "at risk" learners can be additionally supported with targeted interventions, e.g., activities that stimulate right-hemisphere development or remedial methods, including training in planning, organizing, studying, written expression, social cognition, and communication."
  • The Teaching Strategies for Project-Based Courses developed by Mindy Colin, Instructional Technology Analyst at Loyola Marymount University uses learning orientation foundations.
  • At Mercer College, Randall Spaid, Assistant Professor of Secondary & Science Education, used the LOQ and works with high school students to study adolescent motivation in science classrooms.
  • At Central Arizona College...the LOQ and the Learning Demand Model developed by Temenoujka Fuller is used to estimate community college student use of the Cooperative Learning Center.

If you are interested in using the Learning Orientation Questionnaire for research purposes, see:

Your comments are always appreciated. Contact us

  Home   Company Products Services News Proposals Research

Thank you for visiting The Training Place, Inc., a minority-owned company.
We are also a SBA
8a-certified and SDB-certified company.
Your comments are always appreciated.
Contact us.
We respect your
Copyright © 1997-2009, The Training Place, Inc.

743 W. Bougainvillea, Oro Valley, AZ 85737
Tel: 520.877.3991 Fax: 520.844.8500
Last updated: August 2010


Visitors since 20 August 05