期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：5
页码：1672-1681
DOI：10.9756/INTJECSE/V14I5.172
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：With the sudden outbreak of the COVID-19 pandemic, the education system of the whole world got affected severely. With a deep concern for safeguarding the little ones, the educational institutions were shut down by the respective local governments of almost every country. This situation persuaded an inordinate transformation in the teaching-learning pattern and led to the massive involvement of ICT-based tools with the shift from offline to online mode of teaching. The efforts were made to cope with the situation and uphold the learning standards of the little ones. In this paper, the impact of the distance or online teaching-learning pedagogy adopted by the schools during the pandemic has been studied. The study has been done in reference to the two countries – Kyrgyzstan and India and for the session 2020-21. The study has been done with the help of the three prime stakeholders of the school education system, viz. students, teachers, and the parents of the school-going children. The study included the conduct of a survey using tools like oral questions, interviews, questionnaires, etc. The results of both countries are also compared.
