ABSTRACT
The purpose of the chapter is to delve into the growing imbalance between the educational technology widely supported by higher education institutions and today’s digitally cognisant student body. The authors argue that technology, such as Learning Management Systems (LMS), are not meeting the needs of current students, commonly referred to as “digital natives”, and that a disparity exists between how the students choose to communicate, in general, and how they are encouraged or required to communicate in accredited courses.
