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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?

a)
There are inadequate applications and platforms for effective online teaching.
b)
Shift from offline to online was faced with resistance.
c)
The academia's long-established roles and identities have been completely altered by the pandemic.
d)
The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.

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 passage mentions, "This sudden disruption to face-to-face education reshaped pedagogical practices...faced enormous levels of pressure and disturbance to their professional roles and practices." With the role being altered, the teachers found it challenging to work during the periods of lockdowns for the lack of training, systematic instructional design procedures and team-based support. Option 3 is best aligned to the context of the passage.
Option 1 is weak as the quantum of applications and platforms may only play the ancillary role.
Option 2 is incorrect as the 'resistance' would not reflect the lack of structure. Moreover, it is not clear who showed the resistance.
Option 4 is also incorrect as it also does not depict the lack of structure; mark the words 'online examinations' and 'difficult to shift to offline examination mode'.

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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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.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. 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?a)There are inadequate applications and platforms for effective online teaching.b)Shift from offline to online was faced with resistance.c)The academias long-established roles and identities have been completely altered by the pandemic.d)The students are interested in online examinations and schools and universities are finding it difficult to shift to offline examination mode.Correct answer is option 'C'. Can you explain this answer? tests, examples and also practice CLAT tests.

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