All Courses
Explore Courses UPSC Exam UPSC Test Series Free Notes EduRev Infinity Get the App Login Join for Free
Sign in Open App
CLAT Exam  >  CLAT Questions  >  Directions: Read the following passage and an... Start Learning for Free
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?
  • a)
    Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.
  • b)
    It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.
  • c)
    The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.
  • d)
    All of the above
Correct answer is option 'B'. Can you explain this answer?
Clear all your CLAT doubts with EduRev
Most Upvoted Answer
Directions: Read the following passage and answer the question.Under t...
Only option 2 can be inferred from the passage; refer to the part, "This sudden disruption to face-to-face education reshaped pedagogical practices...academics working at universities, at the frontline of those changes, faced enormous levels of pressure and disturbance to their professional roles and practices."
Option 1 cannot be inferred as the passage does not discuss the multiple elements of interlinked activity systems for offline teaching.
Option 3 cannot be inferred. The author mentions, "This sudden disruption to face-to-face education reshaped pedagogical practices...". Reshaping pedagogical practices does not mean contradiction between the objects of teaching styles.
Free Test
FREE
Start Free Test
Start Free Test
Community Answer
Directions: Read the following passage and answer the question.Under t...
Challenges of Quickly Adopting Online Teaching During COVID-19

Increased Difficulty for Individual Academics:
- The sudden transition to online teaching due to the COVID-19 pandemic posed significant challenges for individual academics.
- Many academics lacked the necessary knowledge and experience for effective online teaching, making the transition even more difficult.

Lack of Systematic Instructional Design Procedures:
- In normal circumstances, designing an online course involves a systematic instructional design process.
- However, during the rapid adoption of online teaching in response to COVID-19, such procedures were unavailable, making it harder for academics to create effective online courses.

Limited Support and Guidance:
- Academics were tasked with teaching online with minimal support and guidance from their institutions.
- The lack of team-based support for course development and preparation added to the challenges faced by individual academics.

Increased Pressure and Disturbance to Professional Roles:
- Academics working at universities faced enormous levels of pressure and disruption to their professional roles and practices.
- The sudden disruption to face-to-face education reshaped pedagogical practices, leading to added stress for academics.
In conclusion, the passage highlights the increased challenges faced by individual academics and institutions in quickly adopting online teaching during the COVID-19 pandemic. The lack of systematic instructional design procedures, limited support and guidance, and increased pressure and disturbance to professional roles all contributed to the difficulty of transitioning to online education.
Explore Courses for CLAT exam

Similar CLAT Doubts

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?

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?

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

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

Passage:In the 1850s, around the time the Indian Contract Act was about to be drafted, consideration was on its way to becoming a ‘mere technicality’ and could very well have ‘withered away altogether’. It should not be surprising then that framers of a midnineteenth century contract code, beginning tabula rasa, might have wished to fundamentally shake up the rules relating to consideration. Indeed, as Ibbetson argues, ‘a codifying system might legitimately have discarded consideration as inconsistent with the newly imposed legal model’ – an option ‘not open to the Common law.’ But like the ingenious common law reformers in England, the drafters continued to pay ‘lip service’ to the idea of consideration and the ‘reciprocity’ underlying it. They did indeed retain the traditional doctrine’s outer crust of reciprocity: an act or abstinence or promise on the ‘other side’, as it were, but they tweaked this in important ways. The framers of the Act, like the English Courts of the day, made it very easy to find consideration by defining it in capacious terms, which included any act or abstinence or promise, regardless of benefit or detriment. Perhaps, they too, like the Law Revision Committee, were mindful of the fact that a root and branch abolition of the doctrine might arouse ‘suspicion and hostility’ and hence decided to ‘prune away from the doctrine those aspects of it that create hardship’. They also provided that no question of adequacy of consideration could ever be raised. However, the definition under the Indian Contract Act did more than that – Section 2( d) had other elements that lent it the makings of marking the vanishing point of consideration.The definition of consideration under the Indian Contract Act, with its copula ‘at the desire of’, appears to have been calculated to preempt potential hair splitting over whether the consideration in any given case was indeed valuable in the ‘eye of the law’. The idea at play here is that of the subjective theory of value: that the Courts would not second-guess whether any consideration was actually valuable – what the promisor desired is what he got and that settled conclusively the matter of the value of consideration. This was one of the effects of the influence of the will theory on the traditional exchange model of consideration.Q.Which of these is true?

Top Courses for CLATView all

Top Courses for CLAT

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?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. 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. What can be most conveniently inferred from the given paragraph?a)Whether online or face-to-face, university teaching activity is a genuinely complex task that involves multiple elements of interlinked activity systems.b)It has been more challenging for both individual academics and institutions to quickly adopt to online teaching during the COVID-19 pandemic.c)The object of the online teaching activity systems created a fundamental contradiction with the object of the previous teaching activity systems.d)All of the aboveCorrect answer is option 'B'. Can you explain this answer? tests, examples and also practice CLAT tests.
Explore Courses for CLAT exam

Top Courses for CLAT

Explore Courses
SaveJoin the Discussion on the App for FREE
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev
Get App
© EduRev
Education Revolution
Signup to see your scores go up within 7 days!
Access 1000+ FREE Docs, Videos and Tests
Takes less than 10 seconds to signup