Blended learning design with ICT – UGC NET Question

Statements A, B, D and E describe key features and benefits of blended learning. The approach mixes face-to-face and online elements, requires thoughtful sequencing, uses ICT-based activities and often supports flexibility for diverse learners. Statement C is false because random addition of activities without outcome alignment undermines course coherence. Statement F is also false since assessment can be distributed across online and offline modes, so the correct set comprises A, B, D and E only.

Option A:
Option A is incomplete because it omits E, thereby ignoring the flexibility aspect that makes blended learning attractive for many working students. While A, B and D are true, they do not fully explain why institutions adopt blended models, so the set is partial.

Option B:
Option B is correct because it integrates structure, activity types and learner flexibility into one coherent description. It excludes the incorrect assumptions that design can be random or that assessments must be entirely face-to-face, reflecting recommended practice in blended course design.

Option C:
Option C is incorrect because it includes F, which restricts assessment unnecessarily to the physical classroom. Many blended courses use online quizzes, assignments and e-portfolios, so accepting F contradicts these practices.

Option D:
Option D is incomplete because it omits B and therefore does not stress the importance of sequencing to connect in-person and online components. A, D and E are valid, but without B the set fails to cover course-design coherence.