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. 2021 Mar 31;8:23821205211000349. doi: 10.1177/23821205211000349

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© The Author(s) 2021

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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Figure 1. — The design of the DL framework. Note: Firstly, by employing 3 core educational theories of DL: A. model of community enquiry by Garrison et al;^15,16 B. principles of connectivism by Siemens;^17-20 and C. model of online collaborative learning by Harasim,^21,22 we derived an integrated model to blueprint a DL framework. This integrated model was improved by applying the precepts of Anderson’s DL model.²³ Secondly, by exploiting the consequential and improved model, we derived all-purpose teaching principles that can be employed to strategize a guide-plan for any DL course. Thirdly, we expounded on the implementation of these derived all-purpose teaching principles during the COVID-19 lockdown using the exemplar of the fundamentals in epidemiology and biostatistics (FEB) course in our competency-based medical curriculum, where virtual live-sessions integrated into the DL framework were designed according to a blended approach that involved Gagne’s 9-events of instruction and Peyton’s 4-step approach (Refer to Table 1 for details). The efficiency of the DL framework was evaluated using first 2 levels of Kirkpatrick’s framework that is, perception and cognitive development.