Introduction

The word Education is derived from a Latin word i.e. “educatum” which means to mainly bring up. Education is mainly focused on particular methods of learning and teaching in schools as different to many informal and non-formal means of socialization. Education could be thought of mainly as the transmission of the collected knowledge and values of the community. Education is the tool which mainly ensures the student’s learning from anything or any particular object. Learning is the constant process that mainly leads to particular change that happens as the outcome of experience and maximizes the potential for enhanced performance and also future learning. Learning is something students could do by themselves or nowadays digitally also, though it is normally made easier mainly with education: the procedure of assisting students or groups of students in learning. With the support of education, learning could happen further efficiently.  In this report, the nature and purpose of digital learning will be discussed

Main Body

This report will be designed for students in the age group of 18 to 25 years. These are the subgroup of mainly the Futuristic generation and most of the students from this age group are digital natives which means they mainly grow up with admittance to the technology of digital communications and learning. They are the crucially essentially group and many are studying for starting their careers or particular degrees.

Purpose

The purpose of this report is to discuss digital learning and its importance in today’s world among students in the age group of 18 to 25 years. The digital world is significantly becoming ever further tangled with the main world of the various classroom. As technology continues in presenting innovative opportunities significantly for learning, it is critical for educators for adapting to the innovative landscape of knowledge with particular approaches that give benefits to students and educators both (Hylén, 2021).

Two separate definitions are there to describe digital learning and these are given below:

1. Upskilling with entire digital equipment and assimilating them into the established process of learning.
2. Making utilization of the wide range of technologies for developing the further flattering digital set of skills and utilizing computational thinking for utilizing these particular tools in a profound, further technical and creative manner for enhancing and accelerating learning (Hylén, 2021).

Digital platforms and tools are turning out to be ever further integral to the working and personal lives of students. Digital learning maximizes access to knowledge and education while allowing students with capabilities and mindsets that particularly sets them up for effectiveness and success in their current and upcoming lives. Various data recommend that simply providing learners with access to all devices does not essentially lead to effective results; considerate incorporation and proactively adopting the specific digital approach are required for digital learning to correctly improve the complete experience of students (Kenney & Zysman, 2015).

Effective forms of digital learning incorporate many digital tools into the great project. What is most essential in remembering about mainly digital learning is that it is particularly supposed for enhancing the experience of learning and not adds extra complexity or burden. Digital tools must eventually make the journey of learning richer than mainly it would be particularly without them.

Digital learning utilizes innovative technologies for helping students to learn differently. This innovative form of education has been quickly replacing the further traditional approach of learning face-to-face.

This combination of digital learning could be as easy as the utilization of iPads or tablets in the classroom rather than old-fashioned paper and books. It could also be as included as utilizing complex equipment and software for facilitating all areas of learning and education lastly unachievable to specific students (Kenney & Zysman, 2015).

The advantages of digital learning are given below:

1. Personalized learning – One of the greatest advantages of digital learning is that it permits teachers or providers of courses for catering their plans of learning or syllabus to an individual student. With digital learning, the professor is capable of formatting their syllabus based on the requirements of the students. It makes it effective for them in providing confidential feedback to every student (Nawawi, et al., 2020).
2. Extensiveness of information – Digital learning blows into the easy approach to information and also assists students in utilizing it efficiently. A better strategy of digital learning also teaches the students to be significantly objective mainly when surfing the internet for specific data or information.
3. Further engaging lessons – Digital learning gives a greater range of methods of delivery for learning. Video, audio and imagery content could be entirely incorporated effortlessly into the lesson (Nawawi, et al., 2020).

The nature of e-learning in Australia

Process and Principles

The process or methods of digital learning are given below:

1. The virtual classroom – Based on the element of traditional synchronous kind of training, digital classes permit students and trainers to be mainly brought all together in a similar virtual location, for instance during the virtual conference.
2. Serious games – Directed and organized in many forms such as gamification, simulation etc. they empower the students to learn in a fun way.
3. Mobile learning – As the name recommends, this includes training from the smartphone. The practice is specifically suited to the anyplace, anywhere, anytime experience of teachers (Ogata, et al., 2017).
4. Collaborative and social learning – Based on the sharing and exchange of experience within the group of students, this further collaborative and informal method of learning is also utilized in a complementary manner in the framework of face-to-face or hybrid training.
5. Adaptive learning – This particular concept refers mainly to the extreme customization of definite courses of training for adapting to the requirements of every learner like specific workshops and modules and adapted courses of training etc.

The principles of digital learning are given below:

1. Digital learning encourages the achievement of students for entire students, mainly historically unwarranted students, when all students utilize them for producing information instead of inertly consuming all information, however, technology utilize alone is inefficient unless facilitated by the productive teacher (Ogata, et al., 2017).

Digital resources are only efficient when utilized accurately, as proven through decades of particular research. Backgrounds and experiences of culture implicate both how technology is received and perceived within the culture also the particular role it is mainly expected to perform. When utilized efficiently by the culturally receptive teacher, technology could assist in moving students beyond attaining surface knowledge accredited to all dependent students to deeper and effective learning in surroundings that encourage creative and critical thinking in which all students turn out to be independent and self-directed learners.

2. Digital resources assist teachers in developing authentic opportunities for learning that mainly support the depth of consistency of career-and-college-ready ethics and are meaningful and relevant to students (Taylor, 2015).

New education methods that incorporate technology are further complex and crucial than fads and trends. They instead integrate digital resources so that all learners could create and utilize innovative knowledge in the actual world (Athey, 2018).

3. Digital resources mainly have and endure in changing what being literate and literate means and also seems to be.

For being considered well-educated, students should not only be capable of evaluating and finding information but must be capable of creating verifiable and reliable information utilizing accurate media, mainly following approved practices and standards. Students who have restricted opportunities for engaging with digital resources and also developing innovative literacies describe lower ordinary abilities of literacy than their aristocrats.

4. Digital resources could assist but also alone they are insufficient for assisting students realistically involved in learning (Athey, 2018).

The technology could engage all students, but reliable instruction is further likely for yielding accurate instruction mainly in learning and students mainly report a broad range of results related to the greatest engagement level. These mainly go further than simply utilizing technology and involve indicators like solving actual issues, being appreciated and also making the variation in the universe. These mainly align with the study that recommends successful and student-appealing classrooms mainly combine accurate, actual-world circumstances or environments of learning where all teachers are co-learners and also humble collaboration is there between teachers and students.

5. Digital resources permit teachers and students for collaborating and connecting with other teachers, students and other significant adults.

Simply giving admittance to technology alone will not assist students in becoming effective collaborators and communicators. They are required to be particularly taught all these skills mainly in a sympathetic environment utilizing the technologies they do and also will utilize outside of students’ college or schools. Inefficient strategies of grouping could negatively implicate students. However, cooperative groups are further effective when the members of the group determine objectives for the particular group, and every individual mainly understands their duty in researching those objectives of the group (Taylor, 2015).

Literature review

Because of the pandemic of COVID-19 and the lockdown situation in various countries, learning and teaching around universities and colleges of the world have subsequently transformed from ordinary traditional learning based on class to digital learning. While all traditional learning approach has been wanted by most students and academics, adjusting to digital learning stood by the innovative constraints to students and academics the main question that is mainly interesting to various individual is whether digital learning is effective and better than face-to-face learning. Few researchers tried to solve this question. They represented that the traditional learning method is still in demand rather than digital learning. As per the researcher delivering the lesson digitally might be hindered by issues like jams in systems. Conducting online assessments has also been particularly reported as a challenging activity for faculty and academic members of staff, specifically on how to ignore plagiarism while giving the examination. Also, mainly teaching all students frequently have issues like lack of learning behaviour and self-confidence, this is further challenging for teachers and academics that do not have experience in digital teaching.

Students also have constraints in mainly adjusting to digital learning from traditional face-to-face. In the research on barriers to digital learning during the period of the COVID-19 outbreak, researchers discovered that many students found it hard in adjusting to digital styles of learning, having in performing duties at their residence, and because of ineffective communication mainly between them and all lectures. Students were particularly not ready for this digital learning. While it was identified that social problems and lecturer problems implicate the intentions of students for studying online, admittance to digital platforms of learning was the noticeable major constraint to various students. Specifically, technical problems might happen in the mid-running of digital learning, yet various students mainly do not have admittance to technical assistance and some advanced and effective technologies that mainly facilitate digital learning. Admittance to devices of digital learning like tablets and laptops and admittance to data for internet connection were identified as barriers to digital learning for a few students (Aichholzer & Rose, 2020).

The unavailability of all digital resources that mainly facilitate digital learning and teaching was a great concern to students and academics. Some colleges mainly did not have accurately running digital tools of communication. Such problems mainly implicate the delivery of digital materials for learning. Insufficient resources for facilitating digital learning were mainly reported as the constraint for various higher institutions of learning. Overall internet, network and connectivity problems were recognized as the greater issues related to digital learning (Aichholzer & Rose, 2020).

Conclusion

In this report, we concluded that digital learning has some advantages and also has various disadvantages. But in today’s world, it is becoming a trend for the age group of 18 to 25 year’s students to learn and watch lectures digitally and it is all because of the outbreak of COVID-19. Nowadays, digital platforms and tools are turning out to be further integrated into the personal and working lives of students and individuals between the age group of 18 to 25 years. Digital learning maximizes access to knowledge and education while allowing students with capabilities and mindsets that particularly sets them up for effectiveness and success in their current and upcoming lives. Various data recommend that simply providing learners with access to all devices does not essentially lead to effective results; considerate incorporation and proactively adopting the specific digital approach are required for digital learning to correctly improve the complete experience of students

References

Aichholzer, G., & Rose, G. (2020). Experience with digital tools in different types of e-participation. In European E-democracy in practice (pp. 93-140). Springer, Cham. https://library.oapen.org/bitstream/handle/20.500.12657/22937/1007224.pdf?sequen#page=101

Athey, S. (2018). The impact of machine learning on economics. In The economics of artificial intelligence: An agenda (pp. 507-547). University of Chicago Press. https://www.nber.org/system/files/chapters/c14009/c14009.pdf

Hylén, J. (2021). Open educational resources: Opportunities and challenges. https://docs.prosentient.com.au/prosentientjspui/bitstream/10137/17756/1/interpublish41675.pdf

Kenney, M., & Zysman, J. (2015, June). Choosing a future in the platform economy: the implications and consequences of digital platforms. In Kauffman Foundation New Entrepreneurial Growth Conference (Vol. 156160, No. 18, pp. 1689-1699). sn. https://brie.berkeley.edu/sites/default/files/platformeconomy2distributejune21.pdf

Nawawi, M., Ali, A., Irawan, B., Ahmad, B., Mukramin, S. U., Marsuki, N. R., … & Kaya, I. R. G. (2020). The village kalesang program as a poverty alleviation community. International Journal of Scientific and Technology Research, 9(3), 3103-3107. https://www.researchgate.net/profile/M-Chairul-Basrun-Umanailo/publication/340182771_The_Village_Kalesang_Program_As_A_Poverty_Alleviation_Community/links/5e7caa66458515efa0a9752c/The-Village-Kalesang-Program-As-A-Poverty-Alleviation-Community.pdf

Ogata, H., Taniguchi, Y., Suehiro, D., Shimada, A., Oi, M., Okubo, F., … & Kojima, K. (2017). M2B system: A digital learning platform for traditional classrooms in university. Practitioner Track Proceedings, 155-162. https://solaresearch.org/wp-content/uploads/2017/02/Final-LAK17-Practitioner-Track-Proceedings.pdf#page=155

Taylor, P. (2015). LeadersIN EDUCATION. https://asset.pitsco.com/sharedimages/misc/independentschools-leaders.pdf