UGCNET Questions

Flipped classrooms invert the traditional pattern of lecture in class and homework at home. ICT makes it feasible to provide recorded lectures, interactive modules and readings online for self-paced study before class. Classroom meetings can then focus on application, clarification and collaborative tasks. This shift supports active learning and higher-order thinking.

Option A:
Option A correctly illustrates how ICT extends learning beyond classroom walls and frees up in-person time for richer engagement. It aligns with common implementations in universities and schools.

Option B:
Option B describes the traditional teacher-centred lecture approach, which the flipped model explicitly seeks to modify.

Option C:
Option C contradicts the idea of ICT-supported pedagogies; banning technology removes the means for flipping content delivery.

Option D:
Option D limits learning to library spaces and ignores the role of pre-class digital engagement and in-class interaction central to flipping.

The flipped classroom model uses ICT to deliver foundational content through videos or readings that students access before class. Classroom time is then freed for deeper engagement through activities such as problem-solving, case analysis and collaborative projects. This approach shifts the focus from passive reception to active learning. Thus, the activity described in this option accurately reflects what happens during class in a flipped setting.

Option A:
This option reverses the flipped concept by having students watch lectures only in class with a passive teacher. It does not leverage pre-class online resources or transform classroom interaction. Consequently, it resembles a traditional multimedia lecture rather than a flipped classroom.

Option B:
This option correctly identifies that higher-order learning tasks are prioritised during classroom sessions in a flipped model. Since basic explanations are handled by pre-class materials, valuable face-to-face time can be used for clarification, application and critical thinking. This is a key pedagogical rationale behind the flipped approach.

Option C:
Traditional one-way lectures keep students in a passive role and do not utilise ICT to redistribute learning activities across time and space. While they may involve some technologies, they do not embody the flipped philosophy.

Option D:
Taking attendance alone does not constitute meaningful learning. A flipped classroom emphasises engagement and interaction, not minimal administrative tasks. Therefore, this option is inappropriate.