Learning Design for Digital Learning Ecosystems: A Multiple Case Study of the Impact of Digital Learning on the Art and Science of Teaching

Abstract

Research shows that online education continues to grow at both the K-12 and higher education levels. As societal demands, student expectations, and technologies shift; educators need to continually reevaluate their current practices in the art and science of teaching. Although the landscape in which learning takes place is changing, educators and educational systems continue to look through traditional pedagogical and andragogical lenses. A shift to the digital learning environment may push the need for a new ‘agogy’ independent of age. This multiple case study explored the impact digital learning has on the art and science of teaching and learning; investigated the similarities and differences in course design between K-12 and higher education levels; and identified trends that impact pedagogical and andragogical practices. The theoretical framework that informed the study included pedagogy, andragogy, constructivism, and connectivism. Based on the findings in this research, online course development at both the K-12 and post-secondary levels do not follow traditional pedagogical and andragogical principles respectively. Instead, online learning design, regardless of age, appears to be based on an intersection of pedagogical, andragogical, constructivist, and connectivist thinking. Further research is needed at a national level to broaden the scope of this study.