Education has gone through numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. New and emerging pedagogies have enabled rapid advancements, perhaps too rapidly. It is a challenge for instructors and researchers alike to remain up to date with educational developments and unlock the full potential that technology could have on this significant profession. The "Handbook of Research on Digital Learning" is an essential reference source that explores the different challenges and opportunities that the new and transformative pedagogies have enabled. The challenges will be portrayed through a number of case studies where learners have struggled, managed, and adapted digital technologies in their effort to progress educational goals. Opportunities are revealed and displayed in the form of new methodologies, institutions scenarios, and ongoing research that seeks to optimize the use of such a medium to assist the digital learner in the future of networked education. Featuring research on topics such as mobile learning, self-directed learning, and cultural considerations, this book is ideally designed for teachers, principals, higher education faculty, deans, curriculum developers, instructional designers, educational software developers, IT specialists, students, researchers, and academicians. This book contains the following chapters: (1) Digital Communication: Information Communication Technology (ICT) Usage for Teaching and Learning (Gedala Mulliah Naidoo); (2) Impact of Innovative and Interactive Instructional Strategies on Student Classroom Participation (Ankit Dhamija and Deepika Dhamija); (3) Learner-Active, Technology-Infused Classroom: A Qualitative Case Study Exploring the Learning and Success in a 3rd Grade LATIC Curriculum (Aubrey Statti); (4) Facebook Page as a Digital Pedagogical Tool in the Business Studies Class (Helgaardt Hannes Meintjes and Micheal M. van Wyk); (5) Educators as Digital Learners: A Social Innovation Collaborative Experience (Diego Galego, Marta Ferreira Dias, Marlene Amorim, Mara Madaleno, Gladys Jimenez, and Camila Zamora Osorio); (6) Learners as Meaning Makers (Petrilson Pinheiro); (7) Digital Muslimahs: ICTs and Changes of Minority Women in Greek Thrace (Keratso Georgiadou); (8) A Study on the Democratization of Knowledge Promoted by E-Learning in China (Xin-Bin Xe); (9) Online Language Learning: Understanding and Supporting the Contemporary Digital Multilingual Learner (Anastasia Olga Tzirides); (10) The Path to Digitalisation in ELT Classes: An Insight Into the Social Nature of Web-Based Language Learning (Ömer Eren); (11) Valuing Technology in the L2 Classroom: Student and Teacher Perceptions, Preferences, and Digital Identity (Chesla Ann Lenkaitis); (12) MOOCs Learners: Self-Motivation and Success in Online Learning (Tabassum Amina); (13) The Development of Massive Scale Learning and Its Implications for the Digital Learner (Samaa Haniya); (14) Self-Directed Learning in Cooperative Online Networks: Faux Learning or Genuine Education? (Vanessa Camilleri); (15) The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education: A Bibliometric Analysis (Paula Faustino and Dora Simões); (16) Beyond Acceptance: A New Model for Technology Engagement in 21st Century Learning (Ibrahim Hakki Bulut, Ömer Delialioglu, and H. Chad Lane); (17) ISTE Standards for Students, Digital Learners, and Online Learning (Mila Thomas Fuller); (18) I Am the Institution: A Personal Learning Environment (Matthew Montebello); (19) The Invisible Breadcrumbs of Digital Learning: How Learner Actions Inform Us of Their Experience (Luc Paquette and Nigel Bosch); and (20) Artificial Intelligence Assisted Learning (AIAL) Blueprint (Alexiei Dingli and Lara Caruana Montalto).