UGC NET Questions (Paper – 1)

The question demands identification of wrong statements about distance education. Statement A is correct because distance education expands access for those who cannot attend campus-based programmes. Statement C is also correct as open universities commonly use multiple media such as print, audio, video and online platforms. Statement B is wrong because distance education can and does include limited face-to-face components, such as contact classes or online live sessions. Statement D is wrong because many distance education institutions offer postgraduate programmes subject to regulations. Therefore, both B and D are wrong, and the correct option must include both.

Option A:
Option A is incorrect because it assumes only B is wrong and ignores D. While B is indeed a wrong statement, D also misrepresents the level at which distance education can operate. Excluding D means this option does not capture all incorrect statements.

Option B:
Option B is incorrect because it singles out D as the only wrong statement. This overlooks the fact that statement B wrongly claims face-to-face interaction is impossible in distance education, which is not true in practice. The partial recognition of wrong statements invalidates this option.

Option C:
Option C is correct because it identifies both B and D as wrong and excludes A and C, which are accurate characterisations of distance education. It thus properly distinguishes between the enabling features and the misconceptions about distance education.

Option D:
Option D is incorrect because it treats all four statements as wrong, which would deny the real advantages described in A and C. Since A and C are correct, this overinclusive combination cannot be accepted.

Statements A, B, C and E correctly represent concerns and methods in distance education research, while D is false. Researchers examine learner support systems, employ a variety of designs such as surveys or experiments and increasingly use learning analytics from online platforms. Ethical issues, including privacy and informed consent, remain crucial because digital data can easily identify individuals. D is wrong because geographical dispersion does not make sampling impossible; it simply poses additional design and logistical challenges.

Option A:
Option A is correct as it includes all four true statements and excludes D, which overstates the difficulties of sampling in distance education. It reflects both methodological possibilities and ethical responsibilities in this context.

Option B:
Option B omits E, neglecting the ethical dimension of privacy and consent, even though it is central to online and distance research. Without E, the combination does not fully cover key issues.

Option C:
Option C includes D, the false claim about sampling being impossible, and omits A, which correctly highlights learner support systems as a research focus. This combination therefore misrepresents both scope and feasibility.

Option D:
Option D leaves out B, failing to mention the range of designs that can be used in distance learning research. Although it recognises ethics and engagement, it underplays methodological variety.

Option E contains D, which is incorrect, and so any combination including it cannot be considered correct, even though other elements are true.