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Covid-19 has changed the world for good. With people having reinvented their lives subject to the advent of the Coronavirus, humanity has taken a sharp turn. Educational delivery has been one of the primary areas that has practically witnessed an overnight transformation. From offline classroom-centric education, educational institutes suddenly turned towards online education for the sustenance of the teaching-learning process. As it is, online education was largely untested when it was introduced towards the beginning of the pandemic and both teachers and learners were all at sea. However, with time, like everything else, things were normalized and newer mechanisms were invented to make online classes more interactive and educative. It needs to be understood here that the technology that was used for the conduction of online classes existed even before the pandemic. However, most of these technologies were only sparingly used. However, Covid-19 hastened up the pace at which these technologies were internalized by educational institutions across the globe. In short, these technologies acted as the game changers in the field of education. Teachers, who initially found it difficult to cope with the sudden infusion of technologies, eventually made peace with the reformation. However, as online blended education is still a novel concept, teachers are experimenting with the medium and mode of communication in order to make the teaching-learning process more fruitful. The researcher in the given scenario has made an honest attempt to deconstruct this change and find out the pulse of the learners vis-à-vis the desirable communicating medium when it comes to online classroom communication. The current study is based on a survey conducted among undergraduate and postgraduate learners of a certain university.
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