UGCNET Questions

Communication in classrooms does not occur in isolated moments; it unfolds over time through lectures, questions, discussions and feedback. It is social because it involves people influencing and being influenced by each other’s meanings, emotions and expectations. The goal is not only to send information but to build shared understanding around concepts and practices.

Option A:
Option A is correct because it emphasises continuity, social interaction and mutual understanding. It reflects the view that teachers and students co-construct meaning rather than acting as separate sender and passive receivers.

Option B:
Option B limits communication to examinations, ignoring regular teaching–learning interactions that are central to education. Exams check learning but are not the only communicative events.

Option C:
Option C portrays communication as purely mechanical, neglecting interpretation, emotions and culture. Educational communication always involves human meaning-making.

Option D:
Option D wrongly suggests that only the teacher thinks. Students constantly interpret, question and assign meaning to messages, even when they are silent.

The central purpose of communication in higher education is not merely to deliver information but to foster genuine understanding and higher-order thinking. Through explanations, questions and discussions, teachers help students analyse, evaluate and apply knowledge. This aligns communication with educational objectives and makes teaching more than just one-way information transfer.

Option A:
Option A correctly expresses that communication should lead to meaningful learning outcomes such as comprehension and critical engagement with ideas. It reflects the view that students actively build knowledge when communication is oriented towards understanding rather than rote reception.

Option B:
Option B focuses on demonstrating superiority, which may create distance and fear rather than engagement. An authoritarian tone can obstruct open dialogue, discourage questions and finally reduce learning.

Option C:
Option C stresses fast completion of the syllabus without regard for understanding. This may cover content superficially but fails to meet the educational goal of meaningful learning.

Option D:
Option D gives priority to strict silence as the main aim. While order is useful, silence without interaction can block participation, questioning and critical thinking.