**5. Conclusion**

During the pandemic situation, online teaching-learning was initiated using various formats and many types of interfaces were used to deliver the content. A newnorm of online education is being delivered in the hybrid mode in many institutes, with a fraction of the students attending F2F being present in the campus and the remaining students attending online. Both online learning administered through the LMS in blended mode and hybrid learning have been accepted in most of the parts of the world to deal with the pandemic and to continue with the academic progress of the students. Educators need to meet the needs of the diverse learners and design the online learning experiences towards promoting a learning environment which should encourage engagement, promote interaction, motivate learners, and above all should facilitate learning both on campus and off-campus. Preparing web-based learning resources and administering online synchronous and asynchronous teaching require a great time and use of substantial resources. Educational institutes should invest on a sustainable information technology infrastructure that can support both the online resources and web-conferencing tools. The administrators should plan the budget for maintenance of cloud-based IT servers along with a stable LMS, suitable set of technological products, e-learning tools and a team of instructional designers, multi-media designers, content developers and web application programmer to run the online learning infrastructure. However, without a planned faculty development exercise aiming at educating the faculty in online learning pedagogy, instructional

*New Updates in Online Learning DOI: http://dx.doi.org/10.5772/intechopen.102576*

design skills and design of online learning activities, presence of technology alone will not ensure effective and engaging online learning capable of attaining the educational goals.
