UGC NET Questions (Paper – 1)

NEP 2020 sees ODL and online learning as powerful tools to reach more learners and help achieve GER targets. It stresses that such programmes must maintain high standards and achieve learning outcomes comparable to face-to-face courses. Regulations will ensure equivalence and quality.

Option A:
Discouraging ODL would contradict NEP’s expansion and equity objectives.

Option B:
This option captures the balanced view: ODL is to supplement and complement, not undermine, traditional HEIs.

Option C:
Completely replacing campus programmes with ODL would remove important aspects of holistic development emphasised by NEP.

Option D:
Restricting ODL only to foreign students is not mentioned and would ignore domestic needs.

Statements B and D are the wrong statements about MOOCs. Statement A is correct because MOOCs by design can enrol thousands of learners from different regions. Statement C is also correct, as many institutions integrate MOOCs into blended formats with classroom engagement. Statement B is wrong since completion rates in MOOCs are often much lower than 100 percent. Statement D is wrong because many MOOCs include assessments and offer certificates or credits under specified conditions. Therefore, B and D together are the wrong statements.

Option A:
Option A is incorrect because it lists only B as wrong and ignores D. While B exaggerates completion, D wrongly denies the existence of assessment and certification in MOOCs, so both should be recognised as incorrect.

Option B:
Option B is incorrect because it isolates D as the only wrong statement and overlooks B’s unrealistic claim about completion rates. This partial recognition makes the option invalid.

Option C:
Option C is incorrect because it groups A, B and D as wrong, implying that MOOCs cannot reach large audiences, which contradicts their defining characteristic. Including A as wrong undermines the basic understanding of MOOCs.

Option D:
Option D is correct because it identifies the two statements that misrepresent empirical realities of MOOCs. It preserves A and C, which correctly describe reach and blended use, while rejecting claims about guaranteed completion and absence of assessment.