Two distinguishing characteristics of adult learning most frequently advanced by theorists, are firstly the
adults autonomy of direction in the act of learning and secondly the use of personal experience as a learning
resource. Digital Learning is facilitated by technology, giving the students some element of control of their
learning over time, place and pace. Computer-mediated communication can be defined as human
communication that is maintained or altered through machines. By exploring computer-mediated
communication in a digital learning environment, this project undertook a key challenge for educators
teaching students to engineer software in globally dispersed teams. The current workplace emphasis on
teamwork, technology and globalization make these core learning concepts, and none more so than in the
software development industry. Organizations have increased their reliance on technology as a mode of
communication. Software engineering development in virtual teams, across international boundaries, is
common-place in industry, however this is seldom obtainable to students within educational institutions.
This paper describes the constructivist approach, supported by computer-mediated communication theory,
to teach Software Engineering. The project involved three international higher educational establishments
teaching Software Engineering to computing students. The paper contribution presents a comprehensive
course design that accelerates team and group theory beyond the traditional face-to-face team application.
It coveys the potential for growth in online pedagogies and explicates the value of technology in course
design and delivery with today’s millennial student-learners.