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Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Digital transformation within higher education learning and teaching is a wicked problem, one of complexity, involving multiple moving parts and interdependencies (Marshall, 2018). Current conversations tend to coalesce around whether transformation is a pedagogical problem or a technological problem. However, when one takes a pedagogy-first approach, the contextual forces around the technology are ignored (Dron, 2012), and the same is true in a technology-first approach. This research aimed to take a more holistic approach to explore the interdependencies between context, pedagogy, and technology in higher education. To study how they associate and, more importantly, how they influence each other, producing actionable knowledge for designing and supporting effective technology-enabled learning environments. Digital learning and teaching knowledge is often explored through the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), especially in K-12 learning environments and teacher education programs. While TPACK can assess teacher beliefs about pedagogical and technical knowledge, little has been done to explore how those working in higher education institutions apply this knowledge within their design approaches to build learning and teaching environments with their students. The study of learning and teaching environments is often a separate line of inquiry. Digital learning environments and the actions within are often explored through the use of the Community of Inquiry (Garrison et al., 2000) framework. This study combined these two lines of inquiry by developing an evaluative tool, a new deductive codebook, that drew on these two frameworks within these disparate areas of educational technology research. This codebook brought together aspects of context, technology-enabled design, and the learning and teaching experience to understand digital teaching and learning practices within their lived environments. This study sought t

Digital transformation within higher education learning and teaching is a wicked problem, one of complexity, involving multiple moving parts and interdependencies (Marshall, 2018). Current conversations tend to coalesce around whether transformation is a pedagogical problem or a technological problem. However, when one takes a pedagogy-first approach, the contextual forces around the technology are ignored (Dron, 2012), and the same is true in a technology-first approach. This research aimed to take a more holistic approach to explore the interdependencies between context, pedagogy, and technology in higher education. To study how they associate and, more importantly, how they influence each other, producing actionable knowledge for designing and supporting effective technology-enabled learning environments. Digital learning and teaching knowledge is often explored through the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), especially in K-12 learning environments and teacher education programs. While TPACK can assess teacher beliefs about pedagogical and technical knowledge, little has been done to explore how those working in higher education institutions apply this knowledge within their design approaches to build learning and teaching environments with their students. The study of learning and teaching environments is often a separate line of inquiry. Digital learning environments and the actions within are often explored through the use of the Community of Inquiry (Garrison et al., 2000) framework. This study combined these two lines of inquiry by developing an evaluative tool, a new deductive codebook, that drew on these two frameworks within these disparate areas of educational technology research. This codebook brought together aspects of context, technology-enabled design, and the learning and teaching experience to understand digital teaching and learning practices within their lived environments. This study sought t, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School Educ & Professional St, Arts, Education and Law, Full Text