UGC NET Questions (Paper – 1)

Information overload happens when the volume and speed of information exceed learners’ cognitive capacity to assimilate it. Students may feel confused, fatigued or disengaged, and key points can be lost because there is insufficient time for reflection, note making or discussion.

Option A:
Option A describes good instructional design—breaking material into small manageable chunks—which helps prevent overload instead of causing it.

Option B:
Option B is correct because presenting too much content too quickly overwhelms working memory and prevents meaningful processing, leading to overload.

Option C:
Option C allows time for questions and clarification; this pacing actually reduces overload by letting students process and resolve doubts.

Option D:
Option D refers to using examples and summaries, which highlight key ideas and support understanding, again working against overload rather than creating it.

Statements A, B, D and F are correct, while C and E are incorrect. Blended learning explicitly mixes face-to-face and online modes, and forums can keep discussions going outside class time. Poorly organised communication can overwhelm students, and clear guidance about where to post queries reduces confusion. However, integration of online and offline components does require careful planning, and physical infrastructure is still needed for face-to-face parts of the blend. Therefore A, B, D and F form the correct set of statements.

Option A:
Option A is incomplete because it omits F, ignoring the importance of clear guidelines about channels in blended courses. Although A, B and D accurately describe structure and risks, students also need clarity about how to use different platforms. Without F, the option does not fully represent effective blended communication.

Option B:
Option B is correct because it captures the combination of mixed modes, extended discussions, risk of overload and the value of channel guidelines. It excludes C, which downplays planning, and E, which falsely claims that physical infrastructure is no longer required. This balance reflects practical realities of blended learning communication.

Option C:
Option C is incorrect since it adds E to the otherwise correct A, B, D and F, thereby accepting the false idea that blended communication removes the need for physical space. Students still attend in-person sessions in most blended designs. Including E makes the option inconsistent with how blended learning is implemented.

Option D:
Option D is wrong because it omits A and includes E, which contradicts the definition of blended learning. Without noting the combination of face-to-face and online modes, and by accepting a false statement, B, D, E and F only cannot be chosen as correct.

Information overload occurs when the amount of information exceeds an individual's capacity to process it within available time. Excessive emails and notifications produce confusion,fatigue and poor decision making. The stem clearly depicts this condition,so the term overload is appropriate.

Option A:
Redundancy involves strategic repetition of key content,not overwhelming quantity.

Option B:
Overload highlights cognitive limits in handling messages,making this option correct.

Option C:
Diffusion refers to spread of innovations,not individual burden.

Option D:
Immediacy concerns psychological closeness,not quantity of messages.

Information overload happens when the amount or speed of information exceeds the receiver’s capacity to process it. In the stem,the teacher gives many points too quickly,leaving students unable to understand or retain them. This is clearly information overload.

Option A:
Physical overload would refer to strain on physical systems,not mental processing.

Option B:
Information overload often reduces comprehension and leads to fatigue,making option A appropriate.

Option C:
Mechanical overload concerns devices or infrastructure being overused,not the students’ cognitive limits.

Option D:
Cultural overload would involve exposure to unfamiliar cultural cues,rather than too many ideas.

Information overload occurs when the volume of available material exceeds a person’s capacity to process it meaningfully. The solution is not to consume more indiscriminately, but to become selective and strategic. Information literacy combines skills in formulating precise questions, choosing appropriate databases, using filters and evaluating authorship, evidence and bias. Learners who master these skills can turn abundance into an asset rather than a burden.

Option A:
Treating all sources as equally valid undermines academic quality and can lead to the use of misinformation. Scholars are expected to differentiate between peer-reviewed research, opinion pieces and unverified claims.

Option B:
This option correctly emphasises a proactive, skills-based approach to managing digital information. By learning how to search and evaluate systematically, students can focus on the most relevant and trustworthy resources, saving time and improving the quality of their work.

Option C:
Completely avoiding digital resources would cut learners off from up-to-date research and many primary documents. It is neither realistic nor desirable in contemporary higher education.

Option D:
Copy-paste behaviour without reading constitutes poor scholarship and often leads to plagiarism. It does not contribute to understanding and ignores the need for synthesis and critical thinking.