UGC NET Questions (Paper – 1)

Statements A, C and D correctly explain the nature and advantages of OER, while statement B is false. OER are freely accessible resources with permissions for reuse and adaptation, they are often shared under licences like Creative Commons and they help reduce costs and expand access. They are not confined to printed textbooks and may include digital media of various kinds. Therefore, the combination containing A, C and D only is the correct answer.

Option A:
Option A is correct because it selects exactly the three true statements and excludes the incorrect restriction in B. It recognises the licensing flexibility and access benefits of OER beyond print formats. This option is fully consistent with ICT-enabled open education practices.

Option B:
Option B is incorrect because it chooses A and C only and omits D. Although A and C are true, D also accurately captures cost and access advantages of OER. Excluding D makes the set of statements incomplete.

Option C:
Option C is incorrect because it groups C and D only and leaves out A. While C and D are correct, statement A provides the core definition of OER regarding free availability and permissions. Without A, the explanation of OER is incomplete.

Option D:
Option D is incorrect because it treats all four statements as correct and thus accepts B. Statement B wrongly limits OER to printed textbooks when they actually include many digital formats, so this combination cannot be accepted.

Statements A, B and D capture the core philosophy and practice of OER, whereas statement C contradicts the idea of openness. OER are typically shared under licences that explicitly permit retention, reuse, revision, remixing and redistribution. They may be developed by individuals, institutions or networks of educators. Since C says adaptation must always be prohibited, it conflicts with widely used open licences and must be excluded from the correct set.

Option A:
Option A is incomplete because it includes only A and B and leaves out D. While openness of licences and five-R permissions are essential, recognising that various actors, from single teachers to large consortia, can create OER is also important. Therefore, this option does not contain all the correct statements.

Option B:
Option B is incomplete because it selects A and D but omits B. Without mentioning the five-R activities in B, the description of what OER licences allow remains vague and does not fully explain their distinctive flexibility. Hence, this combination is not fully correct.

Option C:
Option C is correct because it brings together statements A, B and D, which together explain what OER are, what their licences typically permit and who can produce them. By excluding C, it rejects the idea that adaptation must be forbidden, which is opposite to the spirit of openness.

Option D:
Option D is incorrect because it includes only B and D and omits A. Although B and D are true, A provides the fundamental definition of OER as freely available, openly licensed materials, so its absence makes the combination incomplete.

Open educational resources are defined as freely accessible teaching, learning and research materials that permit reuse, adaptation and redistribution under open licences. They support cost effective and flexible education by allowing educators to modify resources for their contexts. This concept aligns exactly with the description in the stem. Hence, the materials are called open educational resources.

Option A:
Option A, proprietary resources, are controlled under restrictive licences and typically do not allow free reuse or adaptation, making them the opposite of what is described.

Option B:
Option B is correct because open educational resources is the established term in educational policy and ICT documents for openly licensed educational materials.

Option C:
Option C, restricted content, emphasises limitations rather than openness and would prevent free sharing and modification.

Option D:
Option D, premium content, usually refers to paid material behind a subscription or paywall, not freely reusable resources.

Statements A and B correctly explain that MOOCs support large enrolments and that SWAYAM is an Indian initiative for online courses. Statement D is true because integrating MOOCs with objectives and assessment helps ensure relevance and coherence within formal teaching. Statement E is also true as MOOCs can be used before or after class to extend learning in a blended model. Statement C is false because OER are specifically designed to be reused, adapted and shared, and F is false since teacher guidance and support often remain important even with MOOCs. Hence, the correct set of statements is A, B, D and E only, making option B the right answer.

Option A:
Option A includes A, B and D, which are all correct, but it omits E, which rightly points to the complementary role of MOOCs in blended learning. The absence of E means the combination does not fully represent the true statements. Therefore A, B and D only cannot be considered correct.

Option B:
Option B presents A, B, D and E, all of which accurately describe the nature, policy background and pedagogical use of MOOCs. It properly excludes C and F, which either deny the openness of OER or exaggerate the replacement of teacher support. Because it contains all and only the true statements, A, B, D and E only is the correct answer.

Option C:
Option C adds C to A, B and E, but C is a false statement that contradicts the defining feature of OER as adaptable and reusable resources. Including a false statement alongside true ones makes this combination logically unsound. Thus A, B, C and E only cannot be chosen.

Option D:
Option D groups B, C, D and F but incorporates both C and F, which misrepresent OER and underestimate the need for teacher support. While B and D are true, the presence of two incorrect statements undermines the validity of the set. Consequently B, C, D and F only is not a valid answer.

Option E combines A, D, E and F; however, F incorrectly suggests that MOOCs remove any need for personal interaction or support. This contradicts evidence that learners often benefit from facilitation and mentoring in online environments. Therefore A, D, E and F only cannot be the correct option.

Option F contains C, D, E and F and thus includes both false statements C and F while excluding A and B, which provide essential information about MOOCs and SWAYAM. The dominance of incorrect claims in this set makes it an unsuitable description of MOOCs in teaching. Hence C, D, E and F only is not the right answer.

Statements A and B correctly describe major benefits of ICT integration. ICT platforms facilitate blended learning by combining face-to-face and online experiences, and they provide access to open resources and digital libraries. Statement C is false because ICT can complement, not completely eliminate, meaningful teacher–student interaction. Statement D is false as well since many LMS and online tools support quizzes, assignments and timely feedback. Thus, the correct combination is A and B only.

Option A:
Option A is incomplete because it notes blended learning but does not mention the significant role of ICT in expanding access to open educational resources described in B. Without B, the resource dimension of ICT is under-emphasised.

Option B:
Option B is correct because it combines the two true statements about instructional support and resource access, while rejecting C and D, which misrepresent ICT as replacing interaction and excluding assessment.

Option C:
Option C is incorrect because it includes C, implying that ICT always reduces interaction, which ignores models where ICT is used to enhance engagement through forums, live sessions and feedback.

Option D:
Option D is incorrect because it combines B and C and thereby accepts C’s claim about reduced interaction, while also omitting A, which clearly explains blended learning supported by ICT.

Statements A, B, D and F correctly describe aspects of ICT-based teaching. A is true because many OER allow reuse and adaptation with attribution. B is true since LMS platforms manage content, assignments and communication. D is true as multimedia formats address varied learning preferences, and F is true because unequal access to devices and connectivity can exclude some learners. C is false because teacher facilitation and monitoring remain crucial, and E is false since blended learning intentionally combines e-learning with face-to-face modes; hence A, B, D and F only is correct.

Option A:
Option A collects all four accurate statements and excludes C and E, which incorrectly remove teacher presence and deny blended learning. Therefore it is the correct option.

Option B:
Option B includes A, B and D but omits F, so it ignores equity concerns related to the digital divide, making A, B and D only incomplete.

Option C:
Option C contains E, which wrongly claims e-learning and face-to-face modes cannot be combined, so B, D, E and F only is not valid.

Option D:
Option D introduces C, which suggests that teacher presence is unnecessary, contradicting best practices, therefore A, C, D and F only is incorrect.

OER combine cost free access with licences that grant clear permissions to adapt and share content. They often use Creative Commons licences that specify conditions like attribution or non commercial use. ICT platforms make it easy to host and distribute such resources globally. This option captures both openness and licensing, which are key elements of OER.

Option A:
This option correctly stresses that users can not only read but also remix and redistribute materials, subject to licence conditions. Such flexibility supports localisation, translation and continuous improvement of educational content.

Option B:
Expensive and fully restricted materials do not qualify as open, even if they are online. High cost and strict copyright prevent broad reuse and adaptation.

Option C:
Locking textbooks away and banning sharing runs counter to the goals of open education. OER are meant to be widely used, not confined.

Option D:
Confidential examination papers are intentionally restricted to preserve assessment integrity. They are not designed for teaching and learning reuse.

Statements A and C correctly reflect the meaning and benefits of OER. A is true because OER are explicitly defined as openly licensed materials that can be used and shared freely. C is correct since adopting OER reduces dependence on expensive textbooks and can broaden access to quality content. B is false because open access journals are characterised by free access to readers, even if they sometimes charge authors processing fees. D is false as open licences often grant the right to adapt resources for local needs. Thus, the correct combination is A and C only.

Option A:
Option A is correct because it selects the two statements that align with standard definitions and advantages of OER. It excludes B and D, both of which misstate the financial and legal aspects of open access and licensing.

Option B:
Option B is incorrect because it includes B as correct, wrongly describing open access journals as subscription-based for readers. This reverses the core idea of open access publishing.

Option C:
Option C is incorrect because it treats all four statements as correct, thereby accepting B and D, which contradict open access principles and licensing freedoms.

Option D:
Option D is incorrect because it combines only B and D, both of which are false, and leaves out A and C, which accurately describe OER. This option is entirely inconsistent with accepted definitions.

Open Educational Resources (OER) are designed to be freely used, adapted and shared under licences such as Creative Commons. They support cost-effective access to quality materials and encourage collaborative improvement. OER can include textbooks, videos, quizzes and entire course modules. Thus, the description in the stem matches the definition of OER.

Option A:
Option A, restricted courseware, implies limited access and does not guarantee the rights to reuse or adapt materials.

Option B:
Option B is correct because UNESCO and many educational bodies define open educational resources exactly as free and openly licensed materials for teaching, learning and research.

Option C:
Option C, proprietary tutorials, are controlled by owners who may charge fees and restrict modification, which contradicts the open nature described.

Option D:
Option D, closed institutional archives, refer to collections that are usually password-protected and not intended for open reuse.

Open educational resources are explicitly defined as teaching, learning and research materials that reside in the public domain or carry an open license permitting free use and adaptation. The 5R activities of retaining, reusing, revising, remixing and redistributing capture the freedoms they provide. Such resources support equity and innovation in education by reducing cost barriers. Hence the materials described in the stem are OER.

Option A:
Option A is correct because OER policy documents and international agencies consistently emphasise open licensing and the 5R permissions as core attributes. These features distinguish OER from simply free-to-view content that cannot legally be modified or shared.

Option B:
Option B, proprietary e content, is controlled by rights holders who typically restrict copying, alteration and redistribution. Even if accessible online, it does not grant the open permissions listed.

Option C:
Option C, shareware modules, may allow limited trial use but often require payment after a period and generally do not permit unrestricted modification and redistribution. They remain under conventional copyright.

Option D:
Option D, restricted courseware, indicates the opposite of openness, as it is usually confined to enrolled students or licensed institutions and prohibits broader sharing or adaptation.

Statements A, C and D correctly describe key features and benefits of open educational resources in ICT-based education. OER are indeed freely available materials with open licences that permit reuse, and they can significantly reduce costs for learners. These resources can also be embedded within Learning Management Systems and MOOCs to make high-quality content widely accessible. Statement B is wrong because open licences specifically allow, rather than forbid, adaptation and modification, so the accurate combination of true statements is A, C and D only.

Option A:
Option A is incorrect because it includes only statement A as correct. While A is true, statements C and D are also accurate reflections of the cost-saving and integrative potential of OER. Limiting the answer to A alone ignores these important aspects and makes the combination incomplete.

Option B:
Option B is incorrect because it combines A and C but omits D. Statement D correctly notes that OER can be used within LMS platforms and MOOCs to broaden access to learning. By leaving out this true statement, the option does not present the full set of correct statements.

Option C:
Option C is incorrect because it includes only C and D. Although both C and D are true, statement A also correctly defines OER with respect to openness and licensing. Excluding A means the option does not recognise all the correct statements given in the question.

Option D:
Option D is correct because it groups A, C and D, which are all true descriptions of OER. Together they address definition, cost advantages and integration into digital platforms. By excluding the false statement B, which mischaracterises licensing restrictions, this combination matches the conceptual understanding of open educational resources.

Statements A, B, C and F offer a sound view of OER and MOOCs. A is true because open licences explicitly allow reuse and adaptation. B is true as MOOCs scale access to learning. C is true since inclusive use requires localisation and support. F is true because integrating OER and MOOCs into programmes still demands quality checks. D is false because local curriculum design and teaching remain essential, and E is false because open licences do not require extra licence fees from students.

Option A:
Option A is incorrect because it omits F and thus fails to mention the continuing need for quality assurance in programmes using OER and MOOCs.

Option B:
Option B is incorrect because it includes D, which wrongly claims that local teaching efforts become unnecessary, contradicting sound pedagogy.

Option C:
Option C is incorrect because it includes E, which asserts that additional licence fees are mandatory, and omits A, so it does not clearly state the open-licensing nature of OER.

Option D:
Option D is correct as it selects A, B, C and F, the four true statements on openness, scalability, inclusion and quality assurance, while excluding D and E, which misrepresent the roles of local teaching and costs.

OER combine two key features: no-cost access and licences that explicitly allow copying, adaptation, and sharing. This openness supports equity and localisation of learning materials.

Option A:
This option correctly captures the essence of OER: open licences (often Creative Commons) plus freedom to reuse and remix materials.

Option B:
High cost and restricted sharing contradict the “open” idea; such resources are not OER even if quality is high.

Option C:
NDAs restrict copying and discussion; materials bound by them are the opposite of open resources.

Option D:
Completely locked-down printed textbooks are controlled by full copyright and cannot be freely reused or adapted, so they are not OER.

NEP 2020 encourages the creation and use of high-quality OER to widen access, reduce costs and allow teachers to adapt materials to local contexts, provided quality and licensing norms are respected.

Option A:
Option A is incorrect because banning OER would limit access to affordable, adaptable learning resources and goes against the policy’s equity and openness goals.

Option B:
Option B is correct since it matches NEP’s positive stance on encouraging freely shareable, high-quality educational resources across subjects and levels.

Option C:
Option C is wrong because NEP promotes the use of OER throughout the education system, not only in private universities.

Option D:
Option D is incorrect as OER are meant for a wide range of curricular areas, not just for a narrow use such as sports coaching videos.

Statements A, C and D correctly indicate how ICT supports higher education. Statement A is true because ICT tools allow blending classroom instruction with online components. Statement C is correct since Learning Management Systems help deliver content, monitor learner progress and enable communication between teachers and students. Statement D is also true as ICT facilitates flexible and lifelong learning through online courses and open educational resources, while statement B is false because digital divides and resource constraints prevent automatic equal access.

Option A:
Option A is incorrect because it includes only A and C and omits D. Flexible and lifelong learning opportunities are a major advantage of ICT in higher education, and excluding D leaves out this important dimension.

Option B:
Option B is correct because it combines A, C and D, presenting a rounded view of ICT’s role in blended learning, course management and lifelong learning. By excluding B, it recognises that structural inequalities limit equal access despite ICT’s potential. This makes it the only fully accurate option.

Option C:
Option C is incorrect because it includes statement B along with C and D. While C and D are true, B wrongly asserts automatic equality of access through ICT, ignoring disparities in connectivity and devices. Hence this combination cannot be accepted.

Option D:
Option D is incorrect because it selects A, B and D and drops C. Leaving out the central role of Learning Management Systems weakens the description, and including B imports the incorrect assumption of automatic equal access.