UGC NET Questions (Paper – 1)

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, B, D and F correctly represent institutional repositories and open access. A is true because repositories typically archive institutional research outputs. B is true as open access policies promote free online availability consistent with licences. D is true since greater visibility can lead to higher citation and impact. F is true because repositories can also store teaching resources and data under suitable licences. C and E are false because repository deposition can be copyright-compliant and digital outputs are fully valid for assessment.

Option A:
Option A is incorrect because it leaves out F and thus ignores the role of repositories in hosting learning materials and data sets, not just formal publications.

Option B:
Option B is incorrect because it includes E, which wrongly claims only printed copies matter for assessment, contradicting current digital practices.

Option C:
Option C is correct as it includes A, B, D and F, the four true statements about archiving, access, visibility and broader content, while excluding C and E, which misrepresent copyright and assessment norms.

Option D:
Option D is incorrect because it includes E and F but omits A, so it fails to mention that repositories primarily archive institutional research outputs.

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.

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.

Open licences, such as certain Creative Commons variants, grant advance permission for a range of uses. They specify conditions like giving credit to the author or restricting commercial use, but they do not require case-by-case approval. This legal framework encourages sharing and localisation of educational resources while respecting authors’ rights. Hence, the statement describing conditional reuse, adaptation and redistribution captures the essence of open licensing.

Option A:
Option A correctly emphasises both the freedoms and the conditions found in open licences. It distinguishes them from fully restrictive copyright and supports wide educational reuse.

Option B:
Option B describes a fully restrictive licence that contradicts the philosophy of openness. Such licences limit rather than enable resource circulation.

Option C:
Option C focuses on printed-only rights, which is less relevant in ICT-based open education where digital formats and online distribution are central.

Option D:
Option D refers to secret licences that users never see; these cannot guide lawful use and are contrary to the transparency valued in open education movements.

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.