The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.

Information about the paper titled "ONLINE ENGINEERING MATHEMATICS COURSE – DEVELOPMENT AND IMPLEMENTATION OF A SUCCESSFUL PROJECT" at IATED Digital Library

Information about the paper titled "STUDENTS’ INTERNATIONAL COMPETITION – PROMOTING ENGAGEMENT AND SOCIAL SKILLS" at IATED Digital Library

In blended learning, students have the opportunity to choose either online or classroom lectures. For higher education institutions, blended learning has many advantages, such as accessibility to students and teachers, cost efficiency, alleviation of the teacher shortage, etc. But what does this mean for the students? The aim of the study is to find out students' further need for blended learning, its reasons and factors influencing it. An online survey was conducted to answer the research questions. The collected data was analyzed by using statistical analysis methods. The results of the survey revealed that the technical prerequisites for students to participate in blended learning were met. The biggest problems are related to the self-regulation skills of students. Problems with blended learning are stronger among first-year students. However, the respondents were rather positive about blended learning. Blended learning is most strongly supported by distance learning students who live far from university and are over 25 years old. The least supportive of blended learning are full-time students living near of the university and who are under the age of 25. This is due to the fact that full-time students experience blended learning problems on average more often than distance students because of the weaker learning skills. The results of the survey help to understand students' views on blended learning, to plan and conduct studies in a student-friendly way, and to plan trainings for teachers to improve the blended learning process.