SOCIOLOGICAL ASPECTS OF DIGITAL LEARNING

Abstract

The purpose of this study is to explore how digital learning can influence the social behaviour of students and teachers and revolutionise education. The basic idea was to assess whether digital learning as a new form of a social approach to learning increases students' access to education and knowledge by thinking and developing the skills they set for success in their present and future. The analysis is made to research the content of the literary review of papers on methodologies and tools for digital learning. The purpose of the content analysis was to extract and analyse materials on the social aspects of digital learning in a theoretical sense, how digital learning was conducted in five schools in the United States and how digital learning is implemented in the Republic of North Macedonia. The study showed that simply giving students access to the devices did not necessarily lead to better results. Careful integration and active adoption of a digital way of thinking about digital learning are needed to enhance students' overall experience. The study also found that digital learning should enhance the learning experience, not add to the burden or complexity. In conclusion, the study recommends digital learning to be used as a social learning process that becomes more time-efficient. Teachers can better personalise learning according to the needs of individual students, and effective learning can take place when working remotely.