UGC NET Questions (Paper – 1)

Video conferencing technologies transmit live audio and video streams, allowing participants to see and hear one another instantly. This synchronous interaction enables immediate questions, clarification and feedback similar to face-to-face classrooms. Such rich communication can enhance engagement and social presence among remote learners. Thus the main advantage described in the stem is real-time audio visual interaction.

Option A:
Option A, exclusively asynchronous, describes situations where communication does not occur at the same time, such as emails or forum posts. This contradicts the live nature of video conferencing.

Option B:
Option B, purely written, might characterise text chats or discussion boards but does not capture the audio and visual richness that video conferencing offers.

Option C:
Option C is correct because video conferencing combines sound and images in real time, approximating physical classroom experiences and supporting dynamic interactions. This property is what distinguishes it from many other online tools.

Option D:
Option D, anonymous survey-based, refers to tools like online questionnaires where learners may not reveal their identity, which is not a defining feature of video conferencing.

Statements A, B and C are correct, while D is incorrect. A is true because acknowledging sources respects intellectual property and models academic integrity. B is true since derogatory online comments can seriously harm students’ dignity and trust. C is true as recording classes without consent can violate privacy and institutional policy. D is false because ethical principles of respect, fairness and care continue to apply in online spaces just as in face-to-face contexts.

Option A:
Option A correctly groups A, B and C and excludes D, which wrongly suggests that ethics can be ignored online. It covers citation, respectful conduct and consent, all central to digital professionalism. Therefore A, B and C only is the correct answer.

Option B:
Option B includes A and B only and omits C, failing to mention the importance of consent before recording. Since C is also a correct ethical guideline, A and B only is incomplete and cannot be chosen.

Option C:
Option C groups B and C only but leaves out A, neglecting the essential practice of source acknowledgement when sharing digital materials. Because A is also true, B and C only does not represent the full set of correct statements. Hence this option is not valid.

Option D:
Option D treats A, B, C and D as all correct, but D wrongly denies the relevance of ethics in online communication. Mixing this false claim with correct statements makes the combination unacceptable. Consequently, this option cannot be chosen.

Synchronous communication requires participants to be online at the same time so that they can exchange messages and respond instantly. Video conferencing tools provide this form of interaction, allowing live discussions, question answering and collaborative activities. This real time connection differentiates synchronous communication from self paced methods. Hence, the correct term is synchronous communication.

Option A:
Option A is correct because live online classes using video conferencing clearly involve synchronous interaction where teacher and learners share the same time frame.

Option B:
Option B, asynchronous, would involve activities like watching recorded lectures or posting in forums at different times, which is not the situation described.

Option C:
Option C, one way, suggests that communication flows only from teacher to student, but video conferencing supports two way interaction with questions and responses.

Option D:
Option D, offline, would mean not connected to the internet and cannot describe a live virtual meeting.

Statements A, B and C accurately capture features of different teaching modes: blended learning integrates online and face-to-face elements, online teaching should include interaction and feedback, and face-to-face teaching uses multiple communication channels. Statement E is also true because teachers must adjust strategies while keeping learning outcomes central in any mode. Statement D is false because in good blended design, online materials complement rather than merely duplicate classroom lectures. Therefore, A, B, C and E only is the correct combination.

Option A:
Option A brings together A, B, C and E, all of which reflect current thinking on blended and online teaching. It excludes D, which misrepresents blending as simple duplication. As it contains all and only the true statements, this option is correct.

Option B:
Option B includes A, B and C but omits E, failing to highlight the need for teachers to adapt roles across different teaching modes. This makes the description incomplete.

Option C:
Option C lists A, C and E but leaves out B, even though interaction and feedback are crucial in online teaching. Without B, the portrayal of online learning is inadequate.

Option D:
Option D groups B, C and E but drops A, so the defining idea of intentional integration in blended learning is missing. Hence B, C and E only cannot be accepted as a full description.

Option E includes all five statements and thus accepts D, which incorrectly suggests that duplication is the essence of blended learning. Including this false statement makes A, B, C, D and E only an invalid option.

Synchronous communication occurs when participants interact in real time, sharing messages and responses nearly instantaneously. Video conferencing lectures involve both voice and sometimes chat interactions that happen at the same scheduled time. This allows immediate questioning and feedback between teacher and learners. Therefore, the communication mode described is synchronous.

Option A:
Option A, asynchronous, denotes communication where there is a time lag between messages, as seen in email or discussion forums, which is not the case in live sessions.

Option B:
Option B is correct because the defining feature of synchronous communication is simultaneous participation, and live video lectures clearly exhibit this property.

Option C:
Option C, one way, would imply that information flows from teacher to students without interaction, whereas video conferencing often supports two-way dialogue.

Option D:
Option D, offline, refers to activities not connected to the network, which contradicts the online nature of video conferencing.

In synchronous e learning, teacher and learners interact at the same time through digital tools such as webinars and live chats. Participants can ask questions, receive immediate feedback and collaborate while the session is in progress. A live webinar exemplifies this real time engagement. Consequently, the correct term to fill the blank is synchronous.

Option A:
Option A is correct because synchronous e learning is explicitly defined as real time online interaction, which matches the description of the webinar.

Option B:
Option B, asynchronous, would apply to activities like viewing recorded sessions or participating in forums at different times, not to live events.

Option C:
Option C, blended, refers to combining online and face to face methods and does not specify the timing of interaction.

Option D:
Option D, independent, study suggests self directed learning without real time interaction with teachers or peers.

Statement A is correct because blended learning deliberately combines face to face and online modes in a planned way. Statement B is correct as online teaching demands carefully designed instructions, resources and activities to guide learners in the virtual environment. Statement C is also correct since learners in online settings must exercise greater autonomy and manage their time effectively. Statement D is false because teacher learner interaction remains important in online teaching, though it takes different forms such as forums, video sessions and feedback messages. Therefore the true statements are A, B and C only, making A, B and C only the correct combination.

Option A:
Option A gathers A, B and C, all of which accurately describe key aspects of online and blended teaching. It excludes D, which wrongly claims that online teaching removes the need for interaction. Because it contains all and only the true statements, A, B and C only is the correct answer.

Option B:
Option B picks A and B but leaves out C, despite C correctly highlighting the increased importance of learner autonomy and time management. Omitting this true statement leads to an incomplete characterisation of online learning. Hence A and B only cannot be accepted as the right option.

Option C:
Option C lists B and C as correct but omits A, even though A precisely defines blended learning as an intentional integration of modes. Without acknowledging this feature, the description remains partial. Therefore B and C only is not the correct choice.

Option D:
Option D combines A, C and D and wrongly includes D as a correct statement, even though it denies the ongoing need for teacher learner interaction online. Mixing a false statement with true ones makes the combination logically inconsistent. Thus A, C and D only cannot be considered the correct answer.

MOOCs are defined by openness and scale, and statements (A), (B) and (C) reflect this and their pedagogical design. A is correct because MOOCs are built for large-scale participation over the internet, and B is correct as SWAYAM indeed offers MOOC-based courses as a national initiative in India. Statement C accurately notes that discussion forums, peer evaluation and other support mechanisms are typical features of MOOC pedagogy. D is wrong because, under regulatory guidelines, MOOCs may be used for limited credit transfer, and E is wrong because teachers in MOOCs often engage with learners through forums, assignments and feedback, so A, B and C only are correct.

Option A:
Option A correctly identifies statements A, B and C as the valid descriptions of MOOCs and their use in Indian higher education. It recognises both the technological aspects of openness and scale and the supportive pedagogical elements such as forums and peer assessment. By excluding D and E, which overstate restrictions on credit transfer and underestimate teacher interaction, this option offers the most accurate combination.

Option B:
Option B includes D as well as A, B and C. Statement D claims that MOOCs can never be used for credit transfer in Indian universities, which contradicts current provisions that allow limited credit recognition under certain conditions. Since one of its constituent statements is incorrect, the entire combination becomes invalid.

Option C:
Option C omits statement A and still includes D. Leaving out A ignores the basic defining feature of MOOCs as large-scale, open online courses. Including D, with its absolute claim about credit transfer, further distorts the current policy context, making this option an unsound choice.

Option D:
Option D chooses A and C, which are correct, but adds E. Statement E reduces the teacher's role in MOOCs to merely recording videos, overlooking their involvement in designing assessments, moderating forums and providing feedback. By accepting E as correct, this combination misrepresents MOOC pedagogy.

Option E declares all five statements correct, which means it also endorses D and E. As D and E both contain clear inaccuracies regarding credit transfer and teacher interaction, accepting them as correct contradicts established characteristics of MOOCs and initiatives like SWAYAM. Consequently, this comprehensive combination cannot be the right answer.

Statements A, B and D capture good technical practices in video-based teaching, whereas C is unsafe and false. Muting, reliable connectivity and screen sharing all contribute to effective sessions. Posting meeting links publicly increases the risk of unauthorised access and disruptions, thus reducing security. Therefore, the correct combination is A, B and D only.

Option A:
Option A is incomplete because it selects only A and B and omits D. While audio quality and bandwidth are important, screen sharing is also a widely used instructional feature that should be recognised.

Option B:
Option B is correct because it assembles all three true statements and excludes C, which conflicts with basic security guidelines for online meetings. It reflects both technical and security considerations in ICT-based teaching.

Option C:
Option C is incorrect because it groups B and C as correct and leaves out A. Statement C is wrong and should not be included, while A is a practical behaviour that significantly improves class quality.

Option D:
Option D is incorrect because it mixes A and D with C and accepts C. Since public sharing of links undermines security, this combination cannot be accepted as correct.

Synchronous e-learning occurs when participants engage in learning activities at the same time, even though they may be at different locations. Tools like video conferencing, live chats and virtual classrooms enable this real-time interaction. These sessions allow immediate feedback, questioning and clarification. Therefore live online classes conducted via conferencing platforms are examples of synchronous e-learning.

Option A:
Option A, asynchronous, refers to learning activities where participants access materials at different times, such as recorded lectures or discussion forums. Such formats do not require simultaneous presence and so do not match the real-time scenario described.

Option B:
Option B is correct because the defining feature of synchronous learning is simultaneity of participation. Live video sessions embody this feature by bringing teachers and students together at the same moment over the network.

Option C:
Option C, blended, combines face-to-face and online components but may include both synchronous and asynchronous parts. The stem specifically emphasises real-time online interaction, not the mixture of modes.

Option D:
Option D, self paced, emphasises learner control over timing and typically aligns more with asynchronous approaches where learners progress independently. It does not require real-time sessions.