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The irruption of the millennial learners shakes the academic institutions that believe in the old pedagogy whose infrastructure is sociologically conditioned by the predigital era. Despite the inquietude of academic institutions, the introduction of new pedagogies as creative responses to the irruption of millennial learners requires a transitional period that is often longer than what we, educators, previously estimated. Starting from the autobiographies of the millennial learners and educators that meet in this era, as well as the rich literature on the subject, this research paper attempts to fill at least temporarily this pedagogical vacuum. This paper proposes connection pedagogy to respond to the irruption of millennial learners in the digital era. Keywords—millennial learner, pedagogical transition, institutional quake, a sense of disquietude, connection pedagogy.

Connection Pedagogy: A Pedagogical Shift for Millennial Learners in the Digital Era