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Directions: Read the following passage and answer the question.
Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.
Q. The objective behind the information furnished in the passage is:
Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.
Q. The objective behind the information furnished in the passage is:
- a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19
- b)To identify the differences between the online and offline mode of teaching
- c)To reveal the side-effects of COVID-19
- d)To understand the need to be able to cope up with crisis-like situations even in the educational sector
Correct answer is option 'A'. Can you explain this answer?
Most Upvoted Answer
Directions: Read the following passage and answer the question.Under t...
The author highlights how the sudden and rapid adoption of online teaching among universities affected the teachers or academics. Refer to the parts, "...academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices...individual academics were given the challenge alone to teach online with a limited level of support and guidance..." Option 1 is the answer.
The author does not differentiate between online and offline modes of teaching, so option 2 is incorrect.
Option 3 is weak; the passage is about the adverse impact of shift to online teaching on the teachers, and not about the "side-effects" of COVID-19.
Option 4 is incorrect as the author has not discussed any other field except education; the option mentions "even in the educational sector".
The author does not differentiate between online and offline modes of teaching, so option 2 is incorrect.
Option 3 is weak; the passage is about the adverse impact of shift to online teaching on the teachers, and not about the "side-effects" of COVID-19.
Option 4 is incorrect as the author has not discussed any other field except education; the option mentions "even in the educational sector".
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Directions: Read the following passage and answer the question.Under t...
Overview of the Passage
The passage discusses the significant challenges faced by university academics during the abrupt transition from traditional face-to-face teaching to online education due to the COVID-19 pandemic.
Primary Objective of the Passage
- The main objective is to examine the experiences and difficulties encountered by teachers during this sudden shift.
- It highlights the lack of systematic instructional design processes and team-based support, emphasizing how individual academics were left to navigate online teaching with minimal guidance.
Challenges Faced by Academics
- Pressure and Disturbance: Academics experienced heightened stress as they adjusted to new teaching modalities.
- Lack of Support: The transition occurred without the usual support structures, compounding the difficulties for those unfamiliar with online teaching.
Importance of Instructional Design
- Systematic Process: Normally, online course design follows a structured approach tailored to learners' needs.
- Absence of Procedures: During the pandemic, such procedures were unavailable, leading to a chaotic and individualistic approach to online teaching.
Conclusion
- The passage clearly illustrates the unique challenges faced by educators in adapting to online teaching due to the COVID-19 outbreak, thereby fulfilling the objective of examining teachers' experiences in this context.
- Thus, option 'A' accurately reflects the focus of the passage, making it the correct answer.
The passage discusses the significant challenges faced by university academics during the abrupt transition from traditional face-to-face teaching to online education due to the COVID-19 pandemic.
Primary Objective of the Passage
- The main objective is to examine the experiences and difficulties encountered by teachers during this sudden shift.
- It highlights the lack of systematic instructional design processes and team-based support, emphasizing how individual academics were left to navigate online teaching with minimal guidance.
Challenges Faced by Academics
- Pressure and Disturbance: Academics experienced heightened stress as they adjusted to new teaching modalities.
- Lack of Support: The transition occurred without the usual support structures, compounding the difficulties for those unfamiliar with online teaching.
Importance of Instructional Design
- Systematic Process: Normally, online course design follows a structured approach tailored to learners' needs.
- Absence of Procedures: During the pandemic, such procedures were unavailable, leading to a chaotic and individualistic approach to online teaching.
Conclusion
- The passage clearly illustrates the unique challenges faced by educators in adapting to online teaching due to the COVID-19 outbreak, thereby fulfilling the objective of examining teachers' experiences in this context.
- Thus, option 'A' accurately reflects the focus of the passage, making it the correct answer.
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Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer?
Question Description
Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer?.
Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer?.
Solutions for Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT.
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Here you can find the meaning of Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of
Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer?, a detailed solution for Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? has been provided alongside types of Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? theory, EduRev gives you an
ample number of questions to practice Directions: Read the following passage and answer the question.Under the COVID-19 outbreak, universities and schools around the world had suspended face-to-face classes to prevent the rapid spread of the virus among students and staff. This sudden disruption to face-to-face education reshaped pedagogical practices and led to the rapid adoption of online teaching among universities. Subsequently, academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices. For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging. In normal circumstances, designing an online course follows a systematic instructional design process with careful consideration of the unique characteristics of target learner groups and the chosen instructional medium. During the rapid adoption of online teaching in response to COVID-19, however, systematic instructional design procedures and team-based support for course development and preparation were unavailable. Instead, individual academics were given the challenge alone to teach online with a limited level of support and guidance from their school or university — the task was even more difficult in this situation where they were remotely working from home.Q. The objective behind the information furnished in the passage is:a)To examine the experiences faced by the teachers because of the sudden transition from offline to online mode of teaching due to outbreak of COVID-19b)To identify the differences between the online and offline mode of teachingc)To reveal the side-effects of COVID-19d)To understand the need to be able to cope up with crisis-like situations even in the educational sectorCorrect answer is option 'A'. Can you explain this answer? tests, examples and also practice CLAT tests.
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