Introduction to Digital Learning Environment

by Georgia Stewart

As technology changes over time, so too has the delivery of learning has changed. Digital learning environment refers to how technology and digital resources are utilised to assist with students learning. The digital learning environment provides students with opportunities to tap into the wider world of knowledge, by connecting to information through the internet. Students are able to connect with other learners while learning at any time in any location. Students are able to work at a pace which best suits the students learning abilities (Richardson, 2008, para. 5-7).

Patterson (2013), also points to how the digital learning environment enables students to access the learning of the classroom without having to be within the confines of the physical classroom. This form of learning allows the teacher to use the time within the classroom to spend time on discussing the learning journey of the students, rather than spending time on instructing students through the lesson. Digital learning environments provide support to the teaching lessons by allowing the teacher to mix traditional teaching methods with digital resources to deliver the curriculum to the students (Patterson, 2013, para. 6).

The roles of the student within the digital learning environment include correspondent, collaborator and inventor. As students start to take control of their learning journey, these students share and review their learning experiences in a public forum. Students use different multimedia tools on the internet to share and communicate with other members of the multimedia group (Qatar Academy, n.d. p. 4).

Students develop the skills to become inventive by creating resources which can be used within the student’s own world as well as within the wider world. Students that use a digital learning environment are able to search for occasions where they can put their learning into practice, by using skills such as reading, writing and listening. By having access to different multimedia tools such as Blog websites etc the student is then provided with an avenue to not only express ideas, but also to share with others their learning progress (Qatar Academy, n.d. p. 5).

Digital learning environments also assist students with developing their correspondent skills. As the student starts to put these skills into practice, through the different multimedia tools, the student’s confidence in voicing their ideas will grow and develop. Digital learning environments provide students with opportunities to present opinions to an audience that is bigger than their classroom. By being a correspondent in a digital learning environment, the student also uses the different resources to share and contribute in the learning journey of other members who use the same resource (Qatar Academy, n.d. p. 6).

The digital learning environment also assist students to collaborate with other learners through the use of multimedia tools and resources. Students become a valued member of a wider digital community, by sharing through these resources. By collaborating with others in a digital learning environment, students become included in a team where problems can be solved and worked through, giving the student a sense of connection and value (Qatar Academy, n.d. p. 6). Students are able to use digital artefacts within digital learning environment and these artefacts include a word document, video, digital photo and can be used as an demonstration (Espinoza, 2006, para. 1).


Espinoza, R. (2006). What are digital artefacts? In E-learning tools.
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Patterson, A. (2013). Switched on to learning. The New Zealand Herald.
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Qatar Academy. (n.d.). 21st Century Learning.
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Richardson, W. (2008). World without walls: Learning well with others. In Edutopia.
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Stewart, G. (2017). How to be a good digital citizen online [Slide presentation].
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