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Crossing the Digital Divide: Metacognition for Learning in the Digital Age

Crossing the Digital Divide: Metacognition for Learning in the Digital Age

Katherine A. Milla
Copyright: © 2019 |Pages: 17
ISBN13: 9781522593317|ISBN10: 1522593314|ISBN13 Softcover: 9781522593324|EISBN13: 9781522593331
DOI: 10.4018/978-1-5225-9331-7.ch003
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MLA

Milla, Katherine A. "Crossing the Digital Divide: Metacognition for Learning in the Digital Age." Cases on Digital Learning and Teaching Transformations in Higher Education, edited by Rebecca J. Blankenship and Charlotte Baker, IGI Global, 2019, pp. 35-51. https://doi.org/10.4018/978-1-5225-9331-7.ch003

APA

Milla, K. A. (2019). Crossing the Digital Divide: Metacognition for Learning in the Digital Age. In R. Blankenship & C. Baker (Eds.), Cases on Digital Learning and Teaching Transformations in Higher Education (pp. 35-51). IGI Global. https://doi.org/10.4018/978-1-5225-9331-7.ch003

Chicago

Milla, Katherine A. "Crossing the Digital Divide: Metacognition for Learning in the Digital Age." In Cases on Digital Learning and Teaching Transformations in Higher Education, edited by Rebecca J. Blankenship and Charlotte Baker, 35-51. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9331-7.ch003

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Abstract

Teaching university students who have grown up with digital technologies presents new challenges for today's educators, who find themselves struggling to bridge the gap between the legacy educational system and an emerging but still undefined new paradigm. Students of the post-digital era have distinctly different cultural and social differences from their predecessors that require a new understanding of their learning needs and challenges. In this chapter the author summarizes generational differences between the current cohort of college students and their predecessors. She reviews and reflects on her experiences with the Digital Learning Initiative and proposes a new focus and approach for moving forward in the classroom.

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