Set 2 for CLAT 2022: Amidst the COVID-19 outbreak, schools and universities worldwide had to abruptly shift away from in-person classes to curb the virus’s spread. This unexpected change forced educators into the world of online teaching, causing significant disruptions and challenges. The pressure on academics, who were often unprepared for this shift, was immense.
Unlike the usual careful planning of online courses, this transition lacked systematic instructional design and collaborative support. Instead of the usual team effort, individual educators found themselves navigating the complexities of online teaching on their own, often with limited guidance while working remotely from home.
Questions for CLAT Logical Reasoning
What’s the purpose of the information provided in the passage?
(A) Explore the challenges that teachers encountered when swiftly shifting from traditional in-person teaching to online instruction during the unexpected COVID-19 outbreak. Delve into their experiences navigating this sudden transition.
(B) Uncover the distinctions between teaching in a physical classroom and conducting classes online. Examine how educators have adapted their methods and strategies to suit each mode of teaching.
(C) Shed light on the various repercussions of the COVID-19 pandemic, particularly in the realm of education. Highlight the side effects it has had on the teaching-learning process and the overall educational landscape.
(D) Gain insights into the importance of developing resilience and adaptability within the educational sector, especially in the face of crises like the COVID-19 pandemic. Understand the necessity for educators to be equipped to handle unexpected challenges and navigate crisis situations effectively.
How can we generate practical recommendations for situations like the pandemic, considering the ideas presented in the paragraph, unless we…?
(A) Let’s look at what makes education great, whether it’s online or in-person.
(B) Knowing what kind of facilities schools or universities have is really important.
(C) Teachers are well-prepared with the right training and experience for online classes.
(D) We carefully compare how well students are doing in both online and in-person classes.
What can be most conveniently inferred from the given paragraph?
(A) Teaching at the university, whether in person or online, is a truly intricate job that weaves together various aspects of interconnected activities.
(B) The shift to online teaching during the COVID-19 Pandemic posed a greater challenge for both individual educators and institutions, requiring quick adaptation.
(C) The purpose of online teaching systems introduced a fundamental conflict with the goals of previous teaching methods.
(D) All of the above.
How can school and university administrators create effective policies in response to the information provided in the paragraph?
(A) There must be an insight into the complexity of online teaching and need to work for the capacity building of the teachers during such extra ordinary times and there is a greater need to create a teacher community and foster collaborative teaching relationships among the members, even if it takes time.
(B) The faculty members must be oriented towards the lasting changes brought about to their roles and identities in teaching.
(C) It is time to develop a comprehensive understanding of the challenges experienced by individual academics and the changes created by those academics.
(D) There is a need to develop infrastructure in schools and universities.
How can we highlight the challenges in our current education system that make it difficult for teachers to provide effective instruction during and after lockdowns?
(A) Finding good tools for online teaching can be a bit challenging. We need more user-friendly applications and platforms to make online teaching effective and enjoyable.
(B) Transitioning from traditional in-person classes to online teaching wasn’t a smooth ride; there was some resistance along the way.
(C) The roles and identities of educators have undergone a significant transformation due to the pandemic, shaking up the familiar landscape of academia.
(D) Students seem to prefer online exams, but schools and universities are grappling with the challenges of reverting to offline examination methods. Making this shift isn’t proving to be an easy task for them.