UGC NET Questions (Paper – 1)

Mass communication involves sending messages to large, dispersed audiences through media such as television, radio or online platforms. A nationally broadcast preparation programme for an exam is designed for thousands of viewers who receive the same content simultaneously, with limited or indirect feedback.

Option A:
Option A, interpersonal communication, is face to face and dyadic, not a mediated one-to-many broadcast.

Option B:
Option B, group communication, usually refers to interaction in relatively small groups where members can see and respond to each other directly.

Option C:
Option C accurately captures the mediated, one-to-many nature of the broadcast, making it a clear example of mass communication in an educational context.

Option D:
Option D, intrapersonal communication, concerns internal thinking processes within a single person, not televised messages to a wide audience.

For group members who are geographically separated, instant messaging services allow them to exchange text messages in real time. Features like group chats, emojis and file sharing make coordination easier and more dynamic than using static media. Such tools support collaborative learning, brainstorming and quick doubt clearance. Therefore, they are ideal for synchronous text-based discussions.

Option A:
This option correctly highlights the synchronous nature of chat platforms, where participants can respond immediately to each other. Many educational projects now integrate such tools within LMS or use dedicated apps to enhance group communication.

Option B:
An offline word processor is meant for individual document creation and editing. Without network connectivity, it cannot support real-time interaction among multiple learners in different locations. Any sharing would require manual transfer of files.

Option C:
A calculator is specialised for numeric operations and does not provide communication capabilities. It cannot host group conversations or store discussion threads.

Option D:
A notice board is useful for one-way announcements but not for interactive back-and-forth dialogue. Messages must be physically posted and read, which is slow and not real time.

Distance learning involves planned teaching activities conducted with learners who are not physically present in the same place as the teacher. ICT tools such as learning management systems, video lectures and discussion forums enable communication and content delivery across distances. This allows flexible access to education for diverse learners. Thus, the mode described in the stem is distance learning.

Option A:
Option A, face to face, assumes that teachers and learners are co-located in the same physical classroom, which contradicts the geographical separation emphasised.

Option B:
Option B is correct because ICT-supported courses that reach learners beyond campus boundaries are routinely classified as open and distance learning in higher education policies.

Option C:
Option C, remedial, refers to support for learners who need additional help and can be offered either face to face or at a distance; it is not defined by geographical separation.

Option D:
Option D, incidental, learning occurs informally and unintentionally and is not a structured mode of delivery using ICT tools.

Statements A, B and D are correct, whereas C and E are incorrect. A is true because broadcast programmes can reinforce and extend classroom content. B is true as campaigns and programmes raise awareness about issues like health and literacy. D is true since critical viewing activities help students analyse messages. C is false because exposure does not automatically translate into behaviour change, and E is false because mass media are widely used in distance and open learning. Hence, A, B and D only is the correct combination.

Option A:
Option A lists A and B only, omitting D and thereby ignoring the teacher’s role in fostering critical evaluation of media. Since critical engagement is important in education, A and B only is incomplete.

Option B:
Option B gathers A, B and D, capturing supplementation, awareness and critical analysis while excluding C and E, which overstate effects or deny the role of media in open learning. Because it includes all and only the true statements, this option is correct.

Option C:
Option C groups B, D and E, but E incorrectly claims that mass media have no role in distance systems, contradicting practice. Including E makes B, D and E only invalid.

Option D:
Option D joins A, C and D, but C is false because educational messages do not guarantee change. As a result, A, C and D only cannot be accepted.