FOSTERING MORAL DEVELOPMENT IN ADULT LEARNERS THROUGH DIGITAL PEDAGOGY

Abstract

This chapter suggests that the current digital environment, and its blurring of moral lines, presents a new and valuable space for encouraging moral development amongst adult learners. It also calls for the development of a constructivist digital pedagogy based on andragogical principles that access and build upon adults’ life experiences and self-direction rather than accepting passively deterministic theories. Drawing on Rest’s Four Component Model as adapted by Morselli and Disalvo, the argument here is that digital technologies, including VR immersive simulations and collaborative forums, can produce real experiences that are inherently participatory in promoting moral sensitivity, judgment, motivation, and character. Two case studies provide two distinct examples of this process; a scaffolded case study illustrates the progression from ethical awareness to ethical practices. Despite the challenges posed by the digital divide and faculty readiness, one thing is sure: educators need to become the designers of meaningful digital learning experiences that prepare adults to be thoughtful, ethical citizens who can function in a complex digital society.