As the Covid-19 pandemic continues to wax and wane, the majority of schools and educational institutions still remain shut. The evolution of the digital learning platforms has had a huge impact on educational institutions and has eventually put the traditional methods in the back seat. However, the increased demand for digital learning platforms cannot negate the importance of traditional methods of learning. Consequently, ‘blended learning’, an approach of combining digital learning tools with more traditional classroom face to face teaching has been debated around. Blended learning is not only about a mixing of online and face-to-face mode, but it refers to a well-planned combination of meaningful activities in both the modes. The amalgamation demands consideration of several factors, mainly focussing on learning outcomes and the learner centred instructional environment. 

Given the emergence of digital technologies and the emerging importance of leveraging technology for teaching-learning at all levels from school to higher education, the NEP 2020 recommends the use of blended models of learning. The NEP-2020 states that while promoting digital learning and education, the importance of face-to-face in-person learning is fully recognized. Blended learning shifts the teacher’s role from knowledge provider to coach and mentor. Traditionally, classroom instruction has largely been teacher-directed, top-down, and one-size-fits-all. However, with blended learning, it now becomes more student-driven, bottom-up, and customized. Much of this new learning dynamic is due to the enhanced role technology plays in instruction. Blended learning offers balance between online instructions, which offers interactive, tech-based learning, at individualized pacing, and teacher-led instruction, which personalizes the learning experience with elements of encouragement, compassion, and guidance. 

This new learning dynamic benefits students and teachers alike. It gives students space to become active learners while taking some control over their learning and helps them develop self-reliance.While teachers provide face-to-face support and individualized instruction. This individualized guidance and feedback, offers teachers a chance to deepen and strengthen student/teacher relationships. This hybrid approach of blended learning combines the best aspects of online learning with the best aspects of direct instruction, helping teachers easily manage to do much more to meet student needs without adding to an already weighty workload. 

However, an efficient adoption of blended learning in India would require mammoth efforts first in bridging the digital divide. India is a land of disparities and inequalities and the Covid-19 pandemic has exacerbated the digital divide in education for learners from rural areas and marginalised communities. India’s school system is the second largest in the world after China. Shutting schools to avoid community transmissions amidst the pandemic, may have been a logical solution, but prolonged closure has a disproportionately negative impact on the most vulnerable students. As per National Sample Survey Office’s 2014 report titled, ‘National Sample Survey of Estimation of Out-of-School Children in the Age 6-13 in India’, 32 million children were already out of school before the pandemic and majority of them belonged to the socially disadvantaged class in the country. The data from the study also suggests that economic factors are critical to children dropping out of school in India. 

The pandemic and the ensuing lockdown affected 1.4 million migrant workers and others working in the unorganized sector. In India, 90% of its population is employed in the unorganised sector.  Majority of the migrant workers due to zero economic activity and loss of jobs had reverse migrated to their hometowns. In such a situation, the emphasis on technology-driven education is preventing many children in the country from continuing school education. According to a report named, ‘Key Indicators of Household Social Consumption on Education in India’, based on the National Sample Survey 75th Round (2017-18), fewer than 15% of rural Indian households have internet access (as opposed to 42% urban Indian households). Also, out of the mere 13% of people surveyed (aged above five) in rural areas, just 8.5 % females could use the internet. Girls in vulnerable households face increased domestic duties inducing their inability to access online education either because of inadequate access to the internet and gadgets or because the male child and his teaching are prioritized.

In the new normal, where E-learning is the way ahead, inadequacies such as limited access to digital devices, poor network and internet connectivity, disconnect children from the underserved communities from reaping the benefits. While the administration is making commendable efforts at bridging the digital infrastructure gaps, the efforts can be quadrupled through public-private partnerships. Corporates in partnership with nonprofits, state governments, and local governing bodies can channelize efforts and resources to build infrastructure for digital learning experience. Social programmes that promote digital literacy can consist of activities such as setting up computer labs, digital libraries, building infrastructure for internet connectivity etc. 

The road ahead for a full-scale adoption of e-learning is an arduous one, but also a necessary one. The rapidly changing landscape calls for immediate action from the policymakers. The need of the hour is to take decisive actions to build inclusive digital infrastructure for all. The future holds opportunities and challenges for both government and the private sector, however concerted and comprehensive efforts to address these challenges should focus at identifying the root causes and bridging the gap from bottom to the top.