The objective of this study is to determine Education in the Digital World from the lens of millennial learners. This also identifies the cybergogical implications of the issue with digital education as seen through the lens of the outlier. This study uses a mixed methods sequential explanatory design. A quantitative method was employed during the first phase and the instruments of the study were distributed using google forms. The survey received a total of 85 responses and the results were analyzed using descriptive methods. Following up with a qualitative method, during the second phase the outliers were interviewed,and the results were analyzed using thematic analysis. The results of the mixed methods were interpreted in the form of cybergogical implications. The digital education from the lens of millennial learners in terms of the Benefits of E-Learning and Students Perceptions of E Learning received an overall mean of 3.68 which was verbally interpreted as Highly acceptable. The results reveal that millennial learners perceptions of digital education are influenced by the convenience in time and location, the fruit of collaboration using online interaction, the skills and knowledge they will acquire using digital resources, and the capability of improving themselves for the future. Millennial learners were able to adopt and learned how to use e learning. Also, since it is self paced learning,it allows them to study on their own time and schedule since e learning can be accessed anytime and anywhere. However, the technological resources of the learners should be considered in the implementation of e learning.

翻译：本研究旨在从千禧一代学习者的视角探讨数字世界中的教育，并识别通过离群值视角观察到的数字教育所隐含的网络教学意义。研究采用混合方法中的顺序解释性设计。第一阶段采用定量方法，通过谷歌表单分发研究工具。调查共收到85份回复，结果采用描述性方法进行分析。第二阶段采用定性方法，对离群值进行访谈，并运用主题分析法对结果进行分析。混合方法的结果以网络教学意义的形式进行解读。从千禧一代学习者的视角来看，数字教育在“电子学习效益”和“学生电子学习感知”方面的总均值为3.68，口头解释为“高度可接受”。结果表明，千禧一代学习者对数字教育的感知受到以下因素影响：时间与地点的便利性、在线互动协作的成果、通过数字资源获取的技能与知识，以及提升自我未来能力的机会。千禧一代学习者能够适应并学会使用电子学习方式。此外，由于电子学习具有自定进度的特点，他们可以自主安排学习时间和计划，因为电子学习可随时随地访问。然而，在实施电子学习时，应考虑学习者的技术资源条件。