This chapter explores different difficulties that students have had navigating the online spaces of learning during their pandemic. It explores how different mechanisms such as conflicting emotions, the lack of a sophisticated digital capability, and the institutional culture shapes students' agency in digital spaces, thus their learning experience. The author finds similarities in this regard with her doctoral research study, where similar difficulties were encountered regarding students more reflexive engagement with digital technologies making it evident that the idea of young people being digital natives, brought forward by Prensky in 2001 is still, a decade later, an urban and very convenient myth.
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Front Matter
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Back Matter
