I had always been suspicious of the idea of blended learning. Not because I do not think it a good thing. On the contrary, it seems hard to argue against in the current pedagogical climate. So, what’s my problem with it? Well, it is the unquestioning faith in the affordances of digital and online technologies to enhance teaching and the learning experiences. But this week, when a colleague in my learning group made a comment that the scenario of having to convince the department of the value of blended learning seems out of touch with the current pandemic reality. Now that we are locked down at home, we do not have a choice but to teach online. His question then, does it make still sense to talk about blended learning? Something flashed in my head. All this time, I was pushing against technology intruding into my classroom teaching; now, I am staring at the possibility of never going back in there. (Okay, not so dramatic – but you get the drift). What were the virtues of blended learning in the first place? So what is it that makes it so attractive in the first place? At last, I was drawn into question after question about what it means to do blended learning. What are the constituent elements being blended in blended learning? At last, I can see that the answer needn’t be “online + offline teaching”. In the post-pandemic world, we may be challenged to rethink blended learning as such. I welcome that