UGC NET Questions (Paper – 1)

Social networking sites facilitate the building of online relationships by enabling users to follow, message and share posts with one another. Platforms like Facebook or LinkedIn exemplify this category. They have significant implications for communication, identity and learning in the digital age. Hence, such platforms are called social networking sites.

Option A:
Option A is correct because the description of user profiles, connections and content sharing matches the standard definition of social networking sites.

Option B:
Option B, e commerce, focuses on buying and selling goods or services online and is not primarily about forming social connections.

Option C:
Option C, search engine, helps locate information across the web and does not fundamentally revolve around building user networks.

Option D:
Option D, digital library, provides organised access to digital documents and not interactive user communities.

Social media can become a powerful tool for academic networking when used responsibly. Students and teachers can join thematic groups, share articles, announce seminars and discuss recent developments. This extends learning beyond formal classroom boundaries and helps build professional communities of practice. Thus, using platforms for academic discussion and resource sharing is an appropriate educational approach.

Option A:
This option correctly stresses constructive communication and knowledge exchange. Participating in scholarly communities on social platforms exposes learners to diverse perspectives and opportunities such as webinars or calls for papers.

Option B:
Abusive comments violate digital citizenship norms and can harm the psychological safety of peers. Such behaviour is a form of cyberbullying and contradicts the educational mission of institutions.

Option C:
Unrelated memes and continuous joking during class time distract from learning goals. While occasional humour is fine, using social media solely for entertainment during academic activities weakens attention and engagement.

Option D:
Spreading rumours undermines trust and can cause panic or confusion. Responsible ICT use requires verifying information before sharing, especially in academic contexts.

Statements A, B, D and E present realistic benefits and governance needs of social media in higher education, while C and F are exaggerated or false. Social media can foster peer interaction, networking and supplementary communication when guided by institutional policies. Course-specific groups can support, but not replace, formal LMS structures. Claims that social media guarantees accuracy or must be used in every course are not justified, so the combination limited to A, B, D and E is correct.

Option A:
Option A is correct because it includes all and only the statements that recognise both the potential and the limitations of social media in education. It selects A and B as legitimate pedagogical uses, D as a governance necessity and E as a complementary role, to form a coherent set. By excluding C and F, it avoids the assumptions that social media is always accurate or universally mandatory.

Option B:
Option B is incorrect because it includes C, which wrongly states that information on social media is automatically accurate and peer-reviewed. Although A, B and D are true, adding C introduces a misleading view of content quality. This combination therefore cannot represent the correct set of statements.

Option C:
Option C is incorrect because it accepts F, which insists that social media must always be used in all courses. While B, D and E may be acceptable, F ignores contextual differences such as access, discipline and learner needs, making the option incorrect overall.

Option D:
Option D is incorrect because it includes both C and F along with several true statements. By accepting the ideas that social media guarantees quality and is compulsory everywhere, this option mixes accurate observations with strong and unjustified claims.

Statements A, B and C collectively show how ICT can widen access to teacher development programmes while promoting collaboration and flexibility. Online events and communities reduce logistical barriers and enable sharing of practice. Statement D is false because many professional development models still benefit from or deliberately include face-to-face components. Therefore the correct set of statements is A, B and C only.

Option A:
Option A is incorrect because it includes only A and B and omits C. While A and B are true, C is also correct in highlighting the benefits of flexibility and reduced travel costs. Excluding C gives an incomplete picture of ICT-based professional development.

Option B:
Option B is incorrect because it lists A and C only and leaves out B. Statement B is important in recognising the role of online communities and forums where teachers can learn from peers. Without B, the collaborative dimension is underplayed.

Option C:
Option C is correct because it groups A, B and C as true, covering content, pedagogy and logistics of teacher development. It deliberately excludes D, which wrongly assumes that online formats must completely replace in-person interaction.

Option D:
Option D is incorrect because it suggests that B, C and D are correct, thereby accepting D. In reality, blended models that mix online and face-to-face components are common and effective.