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 andmdash; the task was even more difficult in this situation where they were remotely working from home.Q. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. Can you explain this 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:

a)
The factors required to contribute to quality education by online and offline modes are examined.
b)
Knowledge about the infrastructural availability in the schools or universities is crucial.
c)
The faculty is given adequate training and experience in providing online education is taken into consideration.
d)
A detailed analysis of the comparative performance in the online and offline modes is done.

Correct answer is option 'C'. Can you explain this answer?

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Directions: Read the following passage and answer the question.Under t...

The problem in context was the inexperience of the teachers to deal with the online methodology and the lack of support for the same; refer to the part, "For those without sufficient knowledge or experience for effective online teaching, this sudden transition was particularly challenging...systematic instructional design procedures and team-based support for course development and preparation were unavailable." The only option that caters to this requirement is option 3; if teachers are not trained or experienced in providing online education, it will not be possible to draw out useful recommendations for situations like the pandemic.
Option 1 is weak as the passage does not delve into examining the factors for online and offline modes.
Option 2 is incorrect as the major challenge as per the passage is the teacher-training and not infrastructure.
Option 4, 'comparative performance', finds no support from the passage.

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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. What suitable policy decision should be devised by the administrators of the schools and the universities, in the light of the facts presented in the paragraph?

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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

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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. Which of the following points most closely supports the fact that the present education system lacks the structure to sustain effective teaching during and after the periods of lockdowns?

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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. What can be most conveniently inferred from the given paragraph?

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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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. Can you explain this 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT. Download more important topics, notes, lectures and mock test series for CLAT Exam by signing up for free.

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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. 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. Based on the ideas presented in the paragraph, it will not be possible to draw out useful recommendations for situations like the pandemic, unless:a)The factors required to contribute to quality education by online and offline modes are examined.b)Knowledge about the infrastructural availability in the schools or universities is crucial.c)The faculty is given adequate training and experience in providing online education is taken into consideration.d)A detailed analysis of the comparative performance in the online and offline modes is done.Correct answer is option 'C'. Can you explain this answer? tests, examples and also practice CLAT tests.

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