Abstract:

The goal of the research is to evaluate the methodology, tools and practices used in Bulgaria during the mandatory distance education in the period 16.03.2020 - 30.06.2020, during the COVID-19 quarantine. On 13.03.2020 the country entered a state of emergency, forcing all forms of education to be conducted remotely. From that date to the end of the school year education was entirely online, not only going over and practicing the topics covered so far, but also progressing on the regular school year plan, although some omissions were allowed. The education system was not prepared for that transition and the certified and practicing teachers, students and their families had to learn and adapt in the process. There were two main goals for that period. On one side, students had to be purposefully engaged daily, to minimise the negative aspects of the social isolation they were in. On the other side the process had to be effective in teaching the year plan.
The case study is based on an extracurricular course in Mathematics for the 7th grade, aimed at preparing students for high school entrance exams. The group examined consists of 100 students, divided in 8 groups and taught by four teachers in the period 13.03.2020 - 13.06.2020. We trace the phases of switching from traditional classroom to distance education. The study focuses on three aspects - methods and technologies used in teaching, social aspects and competencies acquired by the students according to Bloom’s taxonomy. We analyse the different tools and technologies used, methods and practices in conducting online classes. The methods for assigning, checking and providing individual or group feedback on home-works and the organisation, conducting and scoring of tests and trial exams are a particular focus. The effectiveness of the process is evaluated statistically based on data for the results of trial exams compared with those of previous years, as well as empirically based on feedback from students and parents. We examine the social aspect of distance education, focusing on problematic situations between teachers, students and parents, with the goal of creating a framework for communication and the rights and responsibilities of different participants in the education process, as well as potential individual approaches to the students. The conclusions of the research are both valuable elements of practices proven to work, as well as mistakes made, with the hope of being better prepared for a possible entire or partly online education in the next school year. Last but not least, we share the lessons learned in this unique situation for the education system.

Keywords:

Distance learning, online education, online tools for education, efficiency of the education process during COVID-19.