{"product_id":"drishti-ias-nta-ugc-net-jrf-shikshashastra-paper-ii-class-notes-unit-7-8-hindi-medium","title":"DRISHTI IAS NTA UGC NET\/JRF Shikshashastra Paper-II Class Notes, Unit 7 \u0026 8, Hindi Medium","description":"\u003ch1 class=\"PDq2pG_selectionAnchorContainer\"\u003eDRISHTI IAS NTA UGC NET\/JRF Shikshashastra Class Notes Part-IV – Pedagogy, Adult Education, Assessment \u0026amp; Educational Technology | Hindi Medium\u003c\/h1\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eFocused coverage of NTA UGC NET\/JRF Education Paper-II – Unit VII \u0026amp; Unit VIII\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003eDetailed coverage of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ePedagogy and Critical Pedagogy\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eCovers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eMemory, Understanding and Reflective Levels of Teaching\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eIncludes major teaching models such as\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eHerbartian, Morrison, Bigge \u0026amp; Hunt\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eComprehensive study of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eAdult Education \/ Andragogy\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eCovers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eSelf-Directed Learning and Learner Autonomy\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eDetailed coverage of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eAssessment for Learning, Assessment of Learning and Assessment as Learning\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eIncludes\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ePlacement, Formative, Diagnostic and Summative Assessment\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eCovers assessment of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eCognitive, Affective and Psychomotor Domains\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eIncludes\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ePortfolio Assessment, Reflective Journal, Rubrics and Competency-Based Assessment\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eDetailed section on\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eEducational Technology, Information Technology, Communication Technology and ICT\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eCovers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eBehaviourist, Cognitivist and Constructivist Learning Theories\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003ein instructional design\u003c\/li\u003e\n\u003cli\u003eIncludes major\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eInstructional Design Models\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003esuch as ADDIE, ASSURE, Dick \u0026amp; Carey and Mason\u003c\/li\u003e\n\u003cli\u003eCovers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eE-Learning, Online Learning, Blended Learning, Mobile Learning and Web-Based Learning\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eIncludes\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eMOOCs, OER, Web 2.0, Social Networking, Blogs and Video Conferencing\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eCovers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eE-Portfolio, Digital Libraries and Online Assessment Tools\u003c\/strong\u003e\n\u003c\/li\u003e\n\u003cli\u003eIncludes\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eNTA\/UGC-NET Previous Years’ Questions\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003efor exam-oriented preparation\u003c\/li\u003e\n\u003cli\u003e🇮🇳 Prepared in\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eHindi Medium\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003efor UGC NET\/JRF Education Paper-II aspirants\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe PDF is presented as\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eNTA\/UGC-NET\/JRF Shikshashastra Class Notes\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003efrom Drishti Publications. Part-IV primarily covers\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eUnit VII – Pedagogy, Adult Education and Assessment\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eand\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eUnit VIII – Technology in\/for Education\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch2\u003eAbout these Class Notes\u003c\/h2\u003e\n\u003cp\u003e\u003cstrong\u003eDrishti IAS NTA UGC NET\/JRF Shikshashastra Class Notes Part-IV\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eare Hindi-medium study notes designed for aspirants preparing\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eEducation Paper-II\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eof the NTA UGC NET\/JRF examination.\u003c\/p\u003e\n\u003cp\u003eThe first major section focuses on\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ePedagogy, Adult Education and Assessment\u003c\/strong\u003e. It covers the concept and types of pedagogy, critical pedagogy, different levels of teaching, adult-learning principles, self-directed learning, learner autonomy and multiple approaches to assessment.\u003c\/p\u003e\n\u003cp\u003eThe second major section,\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eTechnology in\/for Education\u003c\/strong\u003e, covers Educational Technology, Information Technology, Communication Technology, ICT, learning theories, instructional design, computer applications in education, e-learning, emerging digital-learning trends and the use of ICT in assessment, administration and research.\u003c\/p\u003e\n\u003cp\u003eThis structure makes the notes particularly useful for aspirants who want integrated preparation of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eteaching-learning theory, assessment practices and technology-enabled education\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch2\u003eKey Areas Covered\u003c\/h2\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003ePedagogy – Concept, Importance \u0026amp; Approaches\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003ePedagogical Analysis\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eCritical Pedagogy\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eMemory Level of Teaching\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eUnderstanding Level of Teaching\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eReflective Level of Teaching\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eHerbartian Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eMorrison Teaching Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eBigge \u0026amp; Hunt Teaching Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAdult Education \/ Andragogy\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eSelf-Directed Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eLearner Autonomy\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAssessment of Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAssessment for Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAssessment as Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003ePlacement Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eFormative Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eDiagnostic Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eSummative Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eCognitive Domain Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAffective Domain Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003ePsychomotor Domain Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eFeedback Strategies\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003ePortfolio Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eReflective Journal\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eRubrics\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eCompetency-Based Assessment\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eEducational Technology\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eInformation \u0026amp; Communication Technology\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eInstructional Technology\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eBehaviourist, Cognitivist \u0026amp; Constructivist Approaches\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eInstructional Design\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eADDIE Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eASSURE Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eDick \u0026amp; Carey Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eMason Model\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eGagné’s Nine Events of Instruction\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eE-Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eMobile Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eBlended Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eOnline \u0026amp; Offline Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eSocial Learning\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eOpen Educational Resources\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eMOOCs\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eWeb 2.0 Tools\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eE-Portfolio\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eDigital Libraries\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eOnline Assessment Tools\u003c\/strong\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eTable of Contents\u003c\/h2\u003e\n\u003ch3\u003e\u003cstrong\u003eUnit VII – Pedagogy, Adult Education \u0026amp; Assessment\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe PDF dedicates this unit to the study of\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ePedagogy, Teaching Levels, Adult Education and Assessment\u003c\/strong\u003e, and the detailed contents run from the beginning of Part-IV through this complete unit.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e1. Pedagogy \u0026amp; Pedagogical Analysis\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eMeaning of Pedagogy • Importance • Pedagogical Approaches • Types of Pedagogy • Effect of Pedagogy on Learners • Pedagogical Analysis\u003c\/p\u003e\n\u003cp\u003eThe notes cover different forms of pedagogy, including\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eSocial Pedagogy, Critical Pedagogy, Culturally Responsive Pedagogy and Socratic Pedagogy\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e2. Critical Pedagogy\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eMeaning • Principles • Need • Implications for Teacher Education\u003c\/p\u003e\n\u003cp\u003eCritical pedagogy is presented as an approach designed to develop\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eindependent thinking, critical understanding and a more just educational perspective\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eamong learners.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e3. Levels of Teaching\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe notes cover three major levels of teaching:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eMemory Level – Herbartian Model\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eUnderstanding Level – Morrison Teaching Model\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eReflective Level – Bigge \u0026amp; Hunt Teaching Model\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eThe content also discusses the\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eadvantages, limitations and instructional suggestions\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eassociated with each level.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e4. Adult Education \/ Andragogy\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eMeaning of Adult Education • Principles • Self-Directed Learning • Malcolm Knowles’ Theory of Adult Education • Learner Autonomy\u003c\/p\u003e\n\u003cp\u003eThe notes specifically include\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eMalcolm Knowles’ principles of adult education\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eand self-directed learning. Recent NTA\/UGC-NET questions in the PDF test assumptions of Knowles’ Andragogy.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e5. Assessment\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eMeaning • Definitions • Nature • Approaches • Assessment of Learning • Assessment for Learning • Assessment as Learning\u003c\/p\u003e\n\u003cp\u003eThe PDF distinguishes assessment according to its role in the learning process and includes exam questions asking candidates to differentiate\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eassessment of, for and as learning\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e6. Types of Assessment\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cstrong\u003ePlacement Assessment • Formative Assessment • Diagnostic Assessment • Summative Assessment\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e7. Cognitive, Affective \u0026amp; Psychomotor Domains\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe notes cover assessment of:\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cstrong\u003eCognitive Domain – Anderson \u0026amp; Krathwohl\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003eAffective Domain – Krathwohl\u003c\/strong\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cstrong\u003ePsychomotor Domain – R.H. Dave\u003c\/strong\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003e\u003cstrong\u003e8. Assessment Strategies\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eFeedback Strategies • Portfolio Assessment • Reflective Journal • Rubric-Based Field Engagement • Competency-Based Assessment • Assessment of Teacher-Created ICT Resources\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e9. Adult-Education Assessment\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eInteraction Analysis • Flanders Interaction Analysis • Galloway Interaction Analysis • Criteria for Teacher Assessment • Product, Process and Presage Criteria • Self and Peer Assessment • Rubrics\u003c\/p\u003e\n\u003chr\u003e\n\u003ch2\u003eUnit VIII – Technology in\/for Education\u003c\/h2\u003e\n\u003cp\u003eThe PDF allocates the next major section to\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eTechnology in\/for Education\u003c\/strong\u003e, covering Educational Technology, ICT, instructional design, digital learning and technology-enabled assessment.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e1. Educational Technology\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eConcept • Assumptions • Factors Affecting its Use • Scope • Utility • Objectives • Approaches\u003c\/p\u003e\n\u003cp\u003eThe notes treat Educational Technology as a systematic and scientific effort to\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eplan, organise and improve teaching-learning processes\u003c\/strong\u003e, rather than limiting it only to audio-visual tools.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e2. Information, Communication \u0026amp; ICT\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eInformation Technology • Communication Technology • Information and Communication Technology • Educational Applications of ICT • ICT Tools • Advantages \u0026amp; Limitations\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e3. Learning Theories \u0026amp; Instructional Design\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe notes connect instructional design with:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eBehaviourism • Cognitivism • Constructivism\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eand discuss contributions associated with\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eSkinner, Piaget, Ausubel, Bruner and Vygotsky\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e4. Instructional Design Models\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe PDF covers several important instructional-design models, including:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eADDIE • ASSURE • Dick \u0026amp; Carey • Mason Model • Gagné’s Nine Events of Instruction • 5E Constructivist Model\u003c\/strong\u003e.\u003c\/p\u003e\n\u003cp\u003eNTA\/UGC-NET questions in the notes also directly test the correct sequence of the\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eADDIE Model\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e5. Computer Applications in Education\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cstrong\u003eCAI • CAL • CBT • CML • ODLM\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eThe section also covers the process of preparing technology-supported learning materials.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e6. E-Learning\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eConcept of E-Learning • Offline Learning • Online Learning • Synchronous Learning • Asynchronous Learning • Blended Learning • Mobile Learning\u003c\/p\u003e\n\u003cp\u003eThe PDF includes exam-oriented questions comparing\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003ee-learning, virtual learning, web-based instruction and online learning\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e7. Emerging Trends in E-Learning\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eSocial Learning • Web 2.0 Tools • Social Networking Sites • Blogs • Chats • Video Conferencing • Discussion Forums • Open Educational Resources • Creative Commons • MOOCs\u003c\/p\u003e\n\u003cp\u003eRecent questions in the notes test\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eWeb 2.0, OER licences, MOOCs and online learning platforms\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e8. E-Inclusion \u0026amp; Assistive Technology\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eConcept of E-Inclusion • Application of Assistive Technology in E-Learning • Technology-Supported Inclusive Education\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e9. Quality of E-Learning\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eThe notes cover evaluation of e-learning systems through dimensions such as:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformation Quality • System Quality • Service Quality • User Satisfaction • Net Benefits\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003eincluding the\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eDeLone \u0026amp; McLean IS Success Model (2003)\u003c\/strong\u003e.\u003c\/p\u003e\n\u003cp\u003eThe model is also directly tested in the included August 2024 questions.\u003c\/p\u003e\n\u003ch3\u003e\u003cstrong\u003e10. ICT in Assessment, Administration \u0026amp; Research\u003c\/strong\u003e\u003c\/h3\u003e\n\u003cp\u003eE-Portfolios • Online Repositories • Online Libraries • Online and Offline Assessment Tools • Online Survey Tools • Test Generators\u003c\/p\u003e\n\u003ch2\u003eNTA UGC NET\/JRF Previous Years’ Questions\u003c\/h2\u003e\n\u003cp\u003eThe notes include\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eNTA\/UGC-NET previous-year and practice questions\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eacross both Unit VII and Unit VIII.\u003c\/p\u003e\n\u003cp\u003eThe Pedagogy and Assessment section includes questions from\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eAugust 2024 and December 2023\u003c\/strong\u003e\u003cspan\u003e \u003c\/span\u003eon teaching objectives, assessment approaches, Andragogy, Flanders Interaction Analysis and cognitive-domain taxonomy.\u003c\/p\u003e\n\u003cp\u003eThe Educational Technology section includes questions on\u003cspan\u003e \u003c\/span\u003e\u003cstrong\u003eWeb 2.0, MOOCs, OER, Creative Commons, e-learning, digital libraries, ADDIE, synchronous\/asynchronous communication and the DeLone \u0026amp; McLean IS Success Model\u003c\/strong\u003e.\u003c\/p\u003e\n\u003ch2\u003eSuitable For\u003c\/h2\u003e\n\u003cp\u003e\u003cstrong\u003eNTA UGC NET Education • UGC NET\/JRF Shikshashastra Paper-II • Education Class Notes Hindi Medium • Pedagogy • Adult Education • Assessment \u0026amp; Evaluation • Educational Technology • ICT in Education • E-Learning • UGC NET Education Preparation\u003c\/strong\u003e\u003c\/p\u003e","brand":"DRISHTI PUBLICATIONS","offers":[{"title":"Default Title","offer_id":52654714290456,"sku":"DP25173","price":289.0,"currency_code":"INR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0961\/2686\/1592\/files\/Untitleddesign_57b8abb9-97a9-4a19-a66d-4b529fff15ed.jpg?v=1789110428","url":"https:\/\/shop.drishtipublications.com\/products\/drishti-ias-nta-ugc-net-jrf-shikshashastra-paper-ii-class-notes-unit-7-8-hindi-medium","provider":"Drishti Publications","version":"1.0","type":"link"}