One way includes the shift in the role of teachers and students in the learning process. In particular, the web based technologies in digital learning have triggered the emergence of new teaching methods, as well as curriculum designs. This way, these technologies have transformed the manner in lessons are planned, as well as ways in which lessons are taught. According to Cumyn (45), very few higher institutions are running without computers. As significant as 99 percent of high institutions across the world have access to computers or any other forms and the number of students also accessing the information is significant. Digital approach to learning is now perceived as a delivery vehicle that is ideal for education and learning. Secondly, education systems and institutions should adopt digital learning because it is rich of information. Needless to say, students can access information at any time, regardless of place. Thirdly, digital learning is a way forward to imparting knowledge to marginalized groups, that is, students with physical disabilities who have to overcome distance barriers and communication barriers to access education. Moreover, digital learning is desirable because it entails blended learning. This is because digital learning has the potential of augmenting traditional offerings in classrooms. In doing so, it frees the valuable resources and expands the capacity to greater numbers of students in post secondary institutions. Digital learning is the ultimate learning
processes for the subsequent generations, which call for high levels of flexibility in learning. Even so, considering how globalization has drastically reduced the knowledge shelf life, digital learning is not an exceptional subject to setbacks. One way in which students could meet demands of non-discrete learning curve are to participate in digital learning while keeping into account the time and place variables of the highly globalized world. In this regard, it is a matter of interest to understand how institutions exploit the potential in digital learning while putting these into account. Educators in the contemporary world are concerned about increasing the access of students to the communication process and resources and this comes easily through technology (Hannafin 29). Moreover, when introducing digital learning process to the new context, teachers’ participation is vital. Indeed, as a way of keeping a breast with these developments, there has been the urge to train teachers to be suited to the new demands of learning. Indeed, various teacher training curricular have heeded and taking teachers through technological training. This is informed by the fact that few of the traditional teachers learned in the classrooms where these powerful tools were put in practice. Additionally, it has been emphasized that the there is the need for the teachers to shift their approach in which forms are used in the preparation of lessons. It is never adequate to train teachers for the new generation of students in the traditional way. Teachers should routinely encounter effective technological infusion in their courses, as well as in the practicum placements in schools (Spencer 67). One of the inherent challenges available is that the new wave of generation has been information to be readily available. Indeed, digital information overload adversely impacts on individuals’ academics, with scientists avowing that such impacts are unintended and unanticipated.