Undoubtedly, NEP 2020 is a learner centric doctrine re-affirming that the student is the main stakeholder and it is the bounden duty for the teachers to create an ecosystem that responds to the dreams and aspirations of the learners.

Blended Learning has never been a substitute for face-to-face learning and is also not merely a mixing of face-to-face and online mode; rather it is a well-planned combination of meaningful activities in both the modes (Shutterstock).

Undoubtedly, it is a learner centric doctrine re-affirming that the student is the main stakeholder and it is the bounden duty of teachers to create an ecosystem that responds to the dreams and aspirations of the learners. It is precisely for this reason that NEP promotes multi-modal approaches for learning including face-to-face, online and distance and virtual mode combined with multi-disciplinary, vocational, value added, skill-development courses.

Academic Bank of Credit, Graduate Attributes/Learning Outcome Based Curriculum, evaluation reforms to assess learning outcomes and Multiple Entry and Exit options further consolidate the idea of learners centripetally of NEP. These coupled with on-demand, open book and group examinations complete the wish-list of learner centric trajectory of NEP. Upon implementation, these will ensure enhanced access, flexibility, quality, interests and needs of learners in real worlds of learning.

These will also ensure freedom for learners to choose courses and institutions, pedagogical pathways, mentors, timings, learning through any mode and learning on demand and thus will help democratize learning system of the nation to a great extent. Successful implementation of these imperatives can become reality only through multiple learning pathways with the use and integration of technology in the education.

NEP also emphasises on learner-centred approach in teaching involving them in the process of learning through various individual and group activities. In face-to-face-learning, even if a teacher wishes to reduce one-way tutoring and plans for group-work or individual work, available time for such activities in the classroom is inadequate. As such, face-to-face conventional teaching does not promote, to the desired level, higher order thinking abilities, global competencies and creativity in students resulting into skill-gap and un-employability. The situation compels us to look for the other available alternatives, not as the substitute for face-to-face learning but as a supplementary and complimentary measure. Emergence the newer digital technologies demand for leveraging it for effective teaching-learning processes at all levels of education.

One of the best alternatives to accomplish this is the use of blended models of learning. Blended learning (BL) is an instructional methodology that combines face-to-face and ICT mediated activities alongside integration of synchronous and asynchronous learning tools to transform learning into an enjoyable edu-enterprise.

BL has never been a substitute for face-to-face learning and is also not merely a mixing of face-to-face and online mode, rather it is a well-planned combination of meaningful activities in both the modes. Real BL environment requires that both the students and the teachers are physically located in the same learning space. BL environment ensures increased student engagement in learning and enhanced teacher-student interaction, greater responsibility for learning, more flexible teaching and learning ecosystem, promotes self and continuous learning, offers better opportunities for experiential learning, and improved learning outcomes.