e-Learning in Bulgaria - the State of the Art

eLearning Papers • www.elearningpapers.eu • 1 Nº 4 • May 2007 • ISSN 1887-1542

e-Learning in Bulgaria – the State of the Art

Daniela Tuparova, South West University, Bulgaria Georgi Tuparov, South West University, Bulgaria

If one looks a year ahead – they plant a garden. If one looks ten years ahead – they plant a tree.

If one looks far ahead in the future – they educate their people. Motto of the Bulgarian Virtual University

Summary The study discusses the development and the state of affairs of e-Learning in Bulgaria in recent years. Statistical data is introduced regarding the educational system in the country. The main catalysts of development in this sphere of education in Bulgaria are introduced and analysed. These catalysts are the participation of educational and research institutions in a number of international projects; the measures taken by the state to accelerate the process of introducing e-Learning technologies at all stages of the educational system; and the readiness, attitude and problems of teaching staff in higher and secondary education.

In the final years of the process of pre-accession of Bulgaria to the European Union, the conditions for involving and efficient use of e-Learning in different educational institutions were significantly improved. The basic factors that positively influenced the improvement of the e-education index in Bulgaria could be summarised as follows: the participation of educational and research institutions in a lot of international projects; government policy; initiatives by universities, educational and research institutions; well-qualified experts in information and communication technologies, didactics, psychology and other subject areas that, with enthusiasm, add value to the development and dissemination of e-learning content.

Unfortunately, there are problems, such as lack of sufficient e-Learning content, especially in the humanity areas; insufficient preparation and readiness of university lecturers and school teachers to use e-Learning technologies; insufficient didactical readiness of teachers to use e-Learning technologies; lack of a regulatory system in schools and in some universities to stimulate school and university teachers to develop and use e-Learning content.

In our view, to overcome the above problems, a regulatory system has to be approved to stimulate, develop and use e-Learning content at all educational levels; good practices need to be disseminated; open-source software and e-learning environments with Bulgarian language interfaces should be popularised; joint research concerning the technological and didactical issues of e-Learning have to be conducted on a larger scale; and more universities should offer Master’s programmes in e-Learning education. Key words: school, university, implementation, teachers, attitudes


Introduction The Lisbon Strategy of the European Council in March 2000 outlined for the European Union the strategic goal for European society to become the most competitive and dynamic society in the world, based on knowledge. The Barcelona summit of the European Council in March 2002 reiterated this important role and formulated as the main objective for European education to become the world standard. The EU Ministers of Education were united in outlining three main goals which should be achieved by 2010:

- Improving the quality and efficiency of EU educational systems. - Assuring access to education to everyone. - Opening European education to the rest of the world.

To support the introduction of information and communication technologies and their integration in education, the European Commission adopted the eLearning Action Plan.

Since January 1, 2007 Bulgaria has been a full member of the European community. Ever since 1997 Bulgaria has been trying to satisfy the requirements of the European Council in the sphere of education and introduction and integration of ICT at all stages of the educational system.

The present study presents and analyses the major catalysts of the development of e-learning in Bulgaria:

- The participation of educational and research institutions in a number of international projects.

- The measures taken by the state to accelerate the process of introducing the technologies of electronic education at all stages of the educational system.

- The human factor. Discussed are the readiness, attitude and problems of the teaching staff in higher and secondary education.

- The conclusion discusses the possibilities and appropriate measures for the solution of some of the problems that still exist in the sphere of e-learning in Bulgaria.

Statistical data for Bulgaria and the structure of the Bulgarian Educational System. According to the National Institute of Statistics- http://www.nsi.bg at the end of 2005 the constant population of Bulgaria was estimated to 7 718 750. In the educational system at the different levels of education for the 2005/2006 academic year a total of 1 398 751 students are engaged in 6 750 educational institutions. The teaching staff in all educational institutions for the 2005/2006 academic year amounts to 122 339. The distribution of students, educational institutions and teaching staff according to the levels of the international standard classification of education – (ISCED-97) are given in Fig. 1, 2, 3.


Fig. 1 Number of students in levels of education

Fig. 2 Number of schools in levels of education

Fig. 3 Number of teachers in levels of education


According to Bill Robinson (Value Scope Bulgaria):

“Bulgaria has an unusually well-developed educational system specializing in electronics, engineering, and computer sciences. There are more than 47 universities in Bulgaria, located in 26 different towns. At any one time, there are more than 5,000 Bulgarian students majoring in computer science and another 5,000 majoring in electrical engineering, mathematics, physics, and biotechnology. Bulgaria’s advanced education is right up with the top countries in the world, ranking fifth amongst all countries in sciences and eleventh in mathematics, according to The World Bank and The Economist. Ranking second in the world in IQ tests (MENSA International), Bulgaria also ranks second in the world in SAT scores.”

Historical overview In the early nineteen eighties a large-scale introduction of personal computers in the Bulgarian educational system makes it possible for software to be designed for computer-aided education in Bulgarian. In 1981 a connection put up for the first time between the terminals in Bulgarian Academy of Sciences and Academiac K. Popov- High School specializing in Mathematics-, Plovdiv to meet the needs of teaching Bulgarian Language and Literature, English and Biology. In 1983 in the same high school in Plovdiv the first computer class was formed in which tuition was based on using personal computers and computer-aided lessons were developed in all school disciplines. (http://omg-bg.com/?page=history&setlang=2 ) Bulgarian researchers have worked in the sphere of using LOGO (Nikolov, 1983) to develop interactive teaching and learning programs with applications in a variety of disciplines (Ganchev &Kuchinov, 1987, Buchvarov & Stefanov 1988, Totkov 1988) as well as in computer based knowledge assessment (Ashkenazi, 1978) After the political changes of 1989 a steady decrease has been observed in the interest displayed towards using computers in education. This is the result of the economical problems which the educational institutions of the country have been experiencing. In the late nineteen nineties the first university on-line courses appear with the introduction of the Internet in the Bulgarian educational system:

- Clement Ohridski Sofia University, Introduction to the Internet, I. Nikolova, 1996/1997 (Nikolova, 1996a), Telecommunications and Distance Learning, I. Nikolova, 1996/1997 (Nikolova, 1996b)

- Neophyte Rilski South-Western University, HTML Documents Design Applications, G. Tuparov, 1996/1997, Internet Programming with JavaScript 1997/1998 (Tuparov, 1998).

- Anguel Kanchev Rousse University, Parallel Programming, D. Todorova, 1996/1997/1998 (Todorova, 1998).

These courses are a direct or indirect result from the participation of academic staff in projects which were part of various European programmes. During that period the high prices of the existing virtual environments for teaching and learning and the lack of interface in Bulgarian proved to be the main obstacle to the emerging Internet-based education. This was the reason why in a number of Bulgarian universities


enthusiastic professors and students started designing their own environments for virtual education which provided interface in Bulgarian as well. This was usually done within the frameworks of different research projects. Examples of such environments are (note that the media are listed alphabetically): In the Information Technologies Department of Sofia University the first prototype of a virtual environments for distance learning, namely VEDET, was designed (Nikolov&Nikolova, 1996). “It consists of four types of educational institutions:

- virtual university; - virtual school; - virtual enterprise; - virtual center for language learning.” (Nikolov, 1997)

In 1998 the idea emerged for the PeU system of Plovdiv University, which has been perfected throughout the years. (Totkov &Doneva, 1998) In the last 7 years research project teams in most Bulgarian universities have been working on the design of e-learning information systems with Bulgarian interface, which undoubtedly contributes to the popularization of e-learning among academic staff, students and teachers. Some of these systems are listed below in alphabetical order:

- ARCADE – Sofia University (System Arcade, 2007) - eОбучение – Sofia Technical University (E-learning at Technical University, 2006) - DeLC – Plovdiv University (Stojanov, 2003) - Didact@Net – Southwestern University (Tuparova &Tuparov, 2002) - ELSE- University of Rouse, e-learning Shell (2001) - FLAME – Military Academy/Sofia Technical University (Nenova 2004) - IALMS – Mining and Geological University (Ivanov & Zabunov, (2004) - MUS-portal – Medical University of Sofia (Kosekova, 2004) - PeU – Plovdiv University (Totkov & Somova&Sokolova, 2004) - VEDA – New Bulgarian University (Asenova, 2004)

At present about 70% of the universities in Bulgaria use e-learning environments. As a result of the development of open-code e-learning environments many universities adopted such environments for their electronic tuition.

International projects and the development of e-learning in Bulgaria A major accelerator of the development of the theoretical and applied aspects of e-learning is the participation of educational institutions providing both formal and informal education in the international programmes of UNDP, UNESCO, World Bank, DAAD, ЕU programs: Sixth Framework RTD Programme, Fifth Framework RTD Program, Fourth Framework RTD Program (INCO COPERNICUS), PHARE, Socrates - Minerva, Leonardo, Comenius, Erasmus etc. It is not possible to present all projects associated with e-learning within the limited space of a single study. However, We would like to list a number of these projects. Within the framework of Phare Multi-Country Program for Distance Education (1995-1999) a National Center for Distance Education was created (http://www.see-educoop.net/education_in/pdf/ncde-bul-enl-t03.pdf). Teams from a number of universities took part in projects for the development of modules for distance learning based on web technologies:


- General and Financial Management of Public and Private Not-for-profit Entities- Center for the Study of Democracy, Sofia - Leading partner

- Development of Distance Education in Energy Spare and Conservation Based on Advanced WWW Technologies Technical university, Sofia - Leading partner

- Virtual Learning Environment - Electronics Computer Aided Design and English Language Learning Through Subjects in Electronics Technical University, Sofia – Leading partner

- Design, Implementation and Management of Telematics (an On-line Course) University of Sofia, Department of Information Technologies - Leading partner

- Rapid and In-depth Introduction to Information Technology University of Plovdiv - Leading partner

- Maritime English for Emergencies RDESC, Varna - Leading partner - European Economic Statistics University of Sofia, Department of Economics and

Business Administration – Partner The greatest number of international projects associated with e-learning was contributed by Sofia University, Technical University – Sofia, Plovdiv University and the Bulgarian Academy of Sciences. Table 4 presents some of the projects and the Bulgarian participants. Table 4. Projects associated with the research and application of e-learning Project Bulgarian Partner

I*Teach – Innovative Teacher – Leonardo da Vinci programmed. University of Sofia

IDWBL - Innovative Didactics for Web-Based Learning – Minerva project University of Sofia

6FP NoE Project KALEIDOSCOPE “Concepts and methods for exploring the future of learning with digital technologies”

University of Sofia

World Bank Project “Market-Oriented MSc Programs and Internet Environments for Education in Microelectronics, Software Engineering and Management”

University of Sofia, Technical University- Sofia

World Bank Project “Improving the Quality of Education in Sofia University by Integration of Intellectual and Information Resources”. The project aims at: developing a system for quality management and monitoring; introducing European Credit Transfer System; integrated university information system (ERP) with an e-Learning course authoring and delivery platform; development of multimedia foreign language resource bank supporting implementation of the European Language Portfolio strategy of the Council of Europe

Sofia University

World Bank Project “Virtual Department on Computing “John Atanasoff”. Builds a network of 15 Bulgarian universities and the Bulgarian Academy of Sciences aiming at providing world class e-Learning services

15 Bulgarian Universities and BAS

5FP IST Project "DIOGENE: A Training Web Broker for ICT Professionals"

University of Sofia

5FP 2001/C 321/17 (2002-2005) GEM-Europe Project: “Global Education in Manufacturing” – http://www.sintef.no/gem

University of Sofia

5FP IST Project "WebLabs: new representational infrastructures for learning

University of Sofia

PHARE TEMPUS Institutional Building Project IB_JEP-14047-1999 Center of Excellence in Information Society Technologies

University of Sofia

PHARE Multi-Country Program in Distance Education (1998-1999): "DEMAND: DEsign, implementation and MANagement of telematics based Distance education"

University of Sofia


INCO-Copernicus Project PL961125 under EC Directorate General XIII: Multimedia Applications for Educational Telematics Networks - MATEN (a continuation of COP 1445)

University of Sofia

INCO-Copernicus 1445 project "Flexible and Distance Learning through Telematics Networks: A Case Study of Teaching English and Communication and Information Technologies"

University of Sofia

INCO-Copernicus Project 960106 under EC Directorate General III: Multimedia Authoring Environment for Children MATCh

University of Sofia,

Eenovate (http://www.eenovate.info/default.asp )Elearning: a New Agenda for Universities in Candidate Countries- Eenovate is a Socrates-Minerva financed project.

University of Sofia

FP6/2002/IST/2. INTRAWEBS “Intelligent Framework for Generating Open (Adaptable) Development Platforms for Web-Service Enabled Applications Using Semantic Web Technologies, Distributed Support Units and Multi-Agent Systems” /2004-2007/

Bulgarian Academy of Science (BAS)

FP6 INCO-CT-20030003401 HUBUSKA “ ” (http://hubuska.com/ ) /2004-2007/

Bulgarian Academy of Science

LEONARDO DA VINCI PP-159052 JASON “E-learning in the working place for work with digital objects from culture heritage” (http://jason.mediaprimer.pt/ ) /2004-2006/


LEONARDO DA VINCI PP-114025 KNOSOS "New Media Knowledge Village for Innovative e-Learning Solutions" /2003 - 2005/


LEONARDO DA VINCI PP-136029 ADONIS "Advanced On-the-job e-Training Solutions in e-Business for SME's" (http://www.adonisproject.hu) /2002 - 2004 /


INCO-COPERNICUS PL961104 AGILE "Automatic Generation of Instructions in Languages of Eastern Europe" /1998 - 2000/ (http://www.itri.brighton.ac.uk/projects/agile/index.html)


INCO-COPERNICUS PL961060 ARCHIMED "Advanced Multi-media-System Architectures and Applications for Educational Telematics" /1998 - 2000/


TrainSEE - Training in Information Technologies. Contract no.: IST-2000-28181, http://www.acad.bg/rismim/projects.htm


Program SOCRATES ERASMUS 3 (Thematic Networks) Project EUI-Net – European University-Industry Network 2004/07 г.

Technical University- Sofia

ALIPRO Supporting the ALIgnment of IST research PROgrammes on mobile communications in the new member states, FP6-2004-IST-3, 2005/06


Program SOCRATES THEMATIC NETWORK Project THEIERE-DISS -Thematic Harmonisation in Electrical and Information EngineeRing in Europe- DISSemination, 2004/05.


CEEVU UNESCO Project of the Open Virtual Campus of E-learning Centers, Technological and Engineering Universities of Central and Eastern Europe, 2004/07


Socrates 2 Thematic Network Project THEIERE: “Thematic Harmonisation In Electrical and Information Engineering in Europe”, 2002/2003


PHARE Project VLE-ECADELL: ETF/97-99/VET/0085 "Designing a Distance Education Course in Automated Design of Electronic Circuits”


TEMPUS SJEP 07388/1994 "Establishing an Innovation Center for Distant Learning and Multimedia”, 1994/97


Rapid And In-Depth Introduction To Information Technology, Phare Multi-Country Program for Distance Education

University of Plovdiv

Software Engineering: Computer Science Education and Research University of Plovdiv


Cooperation" http://www2.informatik.hu-berlin.de/swt/intkoop/daad/, DAAD

EUROPEAN VIRTUAL LABORATORY OF MATHEMATICS, Leonardo Da Vinci programme, http://www.matematika.sjf.stuba.sk/EVLM/


MISSION - Multi-country Integrated System Support for Improved ODL Networking

University of Plovdiv, South- West University, Blagoevgrad

e-Taster - short, free on-line courses - "tasters" - for multilingual, international delivery, Minerva Programmed


Leonardo Da Vinci programme “Internet-based Evaluation and Professional Certification in Human Resources Management”

New Bulgarian university

Leonardo Da Vinci programme, Up2Scilling UML New Bulgarian university

Leonardo Da Vinci programme, “International Logistics Education through Language Modules and E-learning”(ИНТЕРЛОГ 2), INTERLOG II, CZ/01/B/F/LA-134016

University of Rouse

Leonardo Da Vinci programme, “Multimedia in teaching Physics” SUPERCOMET 2, № 2004-04/B/PP/165008

University of Rouse

Leonardo Da Vinci programme, “Ubiquitous FLL” LinguaNet, BG/05/B/F/LA-166019

University of Rouse

Apart from universities, secondary schools and NGOs also take part in international projects associated with e-learning.

National programs and projects in the area of e-learning Research in the sphere of e-learning as well as its application in the various forms of formal and informal education has become part of the national policy of many countries including Bulgaria. Regardless of the fact that there are trained specialists in the sphere of ICT, that universities, researchers and academic staff are trying hard to implement ICT in the educational process, The eEurope index ranks Bulgaria last in the list of 28 European states. To bridge the gap in the sphere of ICT the Bulgarian government undertook serious initiatives. The national programme i-Bilgaria was started in 2004. The objective of this programme is for the average levels of the European indicators of development of the information society to be reached at a faster rate. Within this large-scale programme several educational projects were started under the supervision of the Ministry of Transportation and Communications, the Government Agency for the Development of ICT:

- i-Centers – a project aimed at establishing a network of public telecenters throughout the country, based mainly in smaller towns and villages;

- i-Class – a project for computerizing Bulgarian schools; - i-University – a project for setting up computer laboratories and e-learning sites in the

state universities; - i-Net – a project establishing a high-speed information highway connecting the

universities, research institutions and European research networks; - i-Zone – a project assuring WiFi access for academic staff and students on campus;

As a result of the i-University programme at the end of 2004 equipment was provided for over 100 computer laboratories for e-learning at universities and research institutions. The Bulgarian Virtual University was established. Its mission was formulated as that of “active and efficient utilization of the properties of ICT to realize the humanistic idea of freely accessible life-long education adapted to the individual needs providing equal opportunities for all


Bulgarians, living in or out of Bulgaria, to acquire the knowledge and skills necessary for an active life in the information society”. (Smrikarov&Kouzow, 2005) The Bulgarian Virtual University is the home for the virtual information center for Ph.D. students, virtual libraries, etc. A national competition was held for the development of electronic courses in all areas of higher education. At present about 70% of the universities have e-learning environments where they offer e-learning courses to support full-time tuition or for distance learning. The e-Class project created the pre-conditions necessary for the use utilization of the electronic teaching and learning materials at the secondary-school level. It provided hardware equipment and Internet connection for schools. Each school in the country received at least one computer class, video projector and a laptop. By June 2006 nearly all Bulgarian schools have computer networks. (e-Bulgaria 2006, 2007) The National Strategy and Action Plan for Introducing ICT in Bulgarian schools (Decision № 81 of the Council of Ministers since 09.02.2005.) were accepted like an answer of the eLearning Action Plan1 of the European Commission. The aim of the national strategy is efficiency use of modern information and communication technologies to increase the quality of education, to enrich of learning content and involving of innovative educational technology. In national action plan the follow major measurements are foresee:

- Establishment of suitable law documents for support of ICT education and integration of ICT in educational process.

- Computerization- establishment in all schools of computer’s classes. - Development of information network for all schools and their connection with

broadband Internet. - In- service teachers training in using ICT in all school subjects. - Establishment of national educational portal, platforms for distance learning end e-

learning content for all school subjects. For implementation of this strategy the government foresees to spent around 70 000 000 euros for period 2005-2007. How this strategy is realized? The data from National Pedagogical Center show that in the end of 2006 more 80 000 teachers have been trained in ICT skills (Annual report of National Pedagogical Center, 2007). In 2006 the national educational portal started (http://prosveta.eu). The project “National Educational Portal” is a first crucial step for implementation of e-learning technologies in Bulgarian schools. All students and teacher in the secondary schools have a free access to the e-learning content. Up to now 21 e-learning courses for different secondary school subjects are approved from the Ministry of Education and published. In the future the teachers will have a possibility to develop and publish own e-learning content. The e-learning content for the schools is enriched by the students’ works in frame of national competitions and Olympiads in IT. In January 2007 has been started second stage of development of broadband internet access for the school. The foundations such as “Minio Balkanski” (http://balkanski.openfmi.net/BG/deinosti.htm ), “St. St. Cyril and Methodi” (www.cmfnd.org) etc. contribute to the implementation of e-learning in the schools.


In 2005/2006 the master program in e-learning has been started in University of Sofia. This program will provide high qualified young experts, which will actively participate in development and application of e-learning content. During the last 2 years the implementation of e-learning content in Bulgarian schools has a significance grow. Independent of the achieved results the teachers and students needs from high quality e-learning courses. The teachers still have not enough didactical experience, knowledge and skills in using of e-learning content. Even tough the university lecturers have some experience in this area it has not to be mechanical translated to the secondary schools. It is necessity the efforts of researchers and teachers to be directed to the improving of pedagogical approaches for use of e-learning content in secondary schools. In the last 2 years there is a trend for increasing of e-learning research projects funded by National fund “Scientific Research” at the ministry of education. Some of the funded projects are presented in Table 2. (www.nsfb.net ).

Table 2. List of projects funded by National fund “Scientific Research” in 2004-2006 years: Project Partners Model and architecture of mobile educational services, directed to the users


Transition of video information through Internet for distance learning of people with deaf disabilities


Infrastructure and e-learning content for software engineering education Establishment of e-learning interuniversity center DeLC


Development of Grid Infrastructure for scientific research and education University of Sofia Technological and didactical problems in e-learning South Western University-

Blagoevgrad CBR- platform for management of ontology based knowledge University of Plovdiv Intelligent educational portal for secondary schools University of Plovdiv Models and tools for development of task oriented environment for mastering of structured knowledge

University of Rouse

Contemporary methods, tools and technologies in diagnostic and consulting of people with disabilities


Modeling of learning processes and management of e-learning projects University of Plovdiv, BAS, South West University- Blagoevgrad, University of Plovdiv

DDL – language for specification of DELC infrastructureа University of Plovdiv Even though the research in e-learning area has intersubject issues, most of the proposed projects have been consider by Mathematics and Informatics scientific commission. In our point of view we agree that is necessity the special program for e-learning to be established in the funding programs of the National fund “Scientific research” at the Ministry of education. The attitude of the university lecturers and school teachers toward electronic based learning content In the frame of the project “Technological and didactical problems in e-learning”, funded by National foundation “Scientific research” was carried out the survey about the teachers attitude to the e-learning. The results from this study are published in Tuparov at all (2006).Here we will present summarized data from the study. The questionnaire for the university lecturers and school teachers aims to determine:

- the types of electronic technology used in the teaching process; - the reasons for preferences or lack of preferences for using e- learning materials;


- the correlation of these preferences with lectures’ competence and experience as well as with their computer and Internet skills.

- The questionnaire consists of 14 questions divided in 3 basic groups that aim to determine:

- lectures’ profile: educational level, subject, teaching experience, weekly usage of computers and Internet;

- used electronic learning materials: scope, technology, development method; - advantages and disadvantages to apply lecturers’ own developed e-learning content - reasons for preferences or lack of preferences for the use and development of e-

learning courses.

Results from the survey

Our questionnaire was spread over 119 university lecturers teaching natural sciences, mathematics, informatics and technical sciences and 91 persons involved with the humanities. Also the school teachers ware respectively 152 teaching natural sciences, mathematics, informatics and technical sciences and 122 involved in the humanity subjects. The distributions of the lecturers and school teachers according to their teaching practice is presented at Fig. 4.

Fig.4. Teaching experience of the lecturers Over 97% from the university lecturers use computers for word processing and Internet access that is a positive trend. Also the positive trend for the school teachers is that more than 80% of them use computers for word possessing and Internet (Fig. 5).


Fig. 5. Using computers by lecturers and teachers Only 2% of the university lecturers have pointed that they do not use computers in their work and 2% have not responded to this question (Fig. 6a). Meanwhile 5% of the inquired have responded that they do not use Internet at all and 2% have not answered this question (Fig. 6a and 6b). For the school teachers this percentages are higher- 8% from the school teachers have pointed that they do not use computers in their work, 15% do not use Internet for work. (Fig. 6a and 6b) a) b)

Fig. 6 Using computers and Internet for working About 8% of the lecturers do not use electronically based teaching materials and 18% use them occasionally. More than 50% of the school teachers do not use electronically based teaching materials or use them occasionally. (Fig 7)


Fig. 7 Using of ICT based learning materials Most of the university lectures (about 61%) who do not use electronically based materials during the preparation of their talks; handouts, etc. appear to have a long practice - over 10 years. Data for school teachers show that 79% from non users of electronic based learning materials have teaching experience more than 10 years. For the university teachers there is no a statistically significant difference relating to the subject they are engaged with. And about 18% do not use electronically based materials in their classes at all. For the school teachers the data show more different results: For the teachers that do not use electronically based materials the ratio of humanity teachers is signified higher than ratio of the math and science teachers- The lack of proper electronic materials seems to be main reason these materials not to be used in the humanities both for university lecturers and school teachers. As it concerns the lecturers in natural sciences they do not use e-content due to missing financial stimuli from the university. For both groups of university lecturers, it turns that the lack of proper technical and software facilities when developing electronic learning materials is also a significant reason to decline alike activity. For the non users of electronic based learning materials school teachers in humanity area the basic reason of non use is lack of ready learning materials in their subject area. For the science school teacher basic reason for non use of e-content is insufficient didactical readiness for using of e-content. (Fig. 8)


Fig. 8 Reasons for non- use of e-content Actually, the two main groups of university lecturers (humanities and natural sciences) use predominantly their own authors’ materials (about 75%). Different technologies in developing and delivering the electronic learning content are in use (Fig.9). In order to compare the relative partitions the Z criterion using independent values at significance level α=0.05 has been applied. In this case the critical value of the Z-statistic is 1.64. The value of the Z-statistic for the answer “specialized application software” is -3.8, for the answer “e-learning environment” is -1.8626, for “web-based course” is -3.832. For both groups of lecturers multimedia presentations are widely applied to illustrate and deliver learning content. The Z-statistic for the answer “presentations” is 1.2217. The school teachers in both groups (humanity and natural science) use similar technologies for development and demonstration of electronic based learning content. (Fig. 9.)


Fig. 9 Type of used technologies For both groups of university lecturers (humanities and natural sciences) and school teachers the development of electronically based learning materials is attractive because of the possibility for their easy update and reusability. The use of multimedia effects to retain the students’ attention is statistically more valuable for university lectures in humanities than for those in natural sciences. The Z-statistic is 3.4647 (Fig. 10a). a) b)

Fig. 10 Attractive reasons for preparing and using of e-learning materials According to the participants in this inquiry the preparation of the materials is time consuming (Fig.11a, Fig 11b). In the opinion of both university lecturers groups there is no a statistically


remarkable difference. The Z statistic when comparing these relative partitions is -0.7959. The answer “not regarded as a publication” can not be statistically discriminated between the groups of humanities and natural sciences lecturers (Z statistic -1.489). There is a difference for the answer “not regarded as an academic work loading” (Z statistic - 1.8521).

Fig.11a. Not attractive reasons for preparing and using of e-learning materials- university lecturers

Fig.11b. Not attractive reasons for preparing and using of e-learning materials- school teachers As a whole, academic lecturers and school teachers definitely have positive attitude towards using computers and Internet in their work. Currently multimedia presentations appear to be widely used in the overall teaching process. The possibilities to draw the students’ attention and to modify the learning content are attractive factors towards the development and use of


self made learning materials. The deficit of academic recognition and financial stimuli as well as the fact that the preparation of e-materials is a time consuming activity could be specified as negative factors. The lack of adequate hardware and software facilities represents an additional embarrassment. The use of ready made electronic content is poor especially in humanities because of its lack or inappropriateness. In addition university lecturers and school teachers with significant teaching experience (more than 10 years) are less inclined to develop and apply electronic learning materials. The university lecturers have more experience in using electronically based learning materials and in using e-learning environments than the school teachers. We think that in the near future e-learning environments are to be made popular among academic lecturers. Moreover an adequate improvement of the academic regulations towards the recognition of the e-learning content development as a substantial professional activity is also important.

Conclusions

In the last years of the pre- assessing process of Bulgaria to The European Union the condition for involving and efficiency use of e-learning in different educational institutions had been significantly improved. One of indicators for that is index e-education 2006, presented by foundation “Applied Research and Communications” in “e-Bulgaria Report 2006”. From 4.47 in 2003 this index has been increased to 6.93 in 2006. The basic factors that influenced to positively to the improvement of e-education index in Bulgaria could be summarised in the follow groups:

- Participation of educational and research institutions in a lot of international projects. - Government policy. - Initiatives of universities, research centers and schools. - Well qualified experts in information and communication technologies, didactics,

psychology and different subject areas, that with enthusiasm add value to the development and dissemination of e-learning content.

Unfortunately there exist still opened problems such as:

- Lack of enough e-learning content especially in humanity areas; - Insufficient information and readiness of university lecturers and school teachers for

using of e-learning technologies. For some of teachers the e-learning consist in delivering of learning content in word or pdf formats;

- Insufficient didactical readiness of the teachers for using in right way e-learning technologies;

- Lack of law documents in schools and in some university for stimulation of school and university teachers to develop and use of e-learning content.

To overcome of the above problems in our point of view it is necessity of:

- Up to time approve of the law acts for stimulation development and use of e-learning content with high quality by the teachers at all educational level.

- Dissemination of Good practice in front of the wide number of teachers. - Make popular open source software and e-learning environments with Bulgarian

language interface. - Accreditation in more universities of master program in e-learning, directed to the IT

experts and to the teachers in different subject areas.


- Enlargement and exclusive funding by the Ministry of Education and Universities of joint researches regarded to the

• The methodology for the development and implementation of e-learning courses;

• The usability of e-learning courses; • The effectiveness of a given e-learning course.

References Annual report of National Pedagogical Center, (2007), retrieved February 5, 2007 http://npc-bg.com/pdf/otchet_tekst_2006.pdf (in Bulgarian)

Asenova, P., (2004) Web- based education in NBU, New Technologies in education and vocational training, Plovdiv (in Bulgarian)

Buchvarov St, Stefanov K. (1988), Microcomputer-Based System with Author language for Developing Tutorial Materials in High School, Mathematics and Education in Mathematics, Sofia, 646-649 (in Russian)

e-Bulgaria 2006 Report 2006, retrieved February 1, 2007, http://www.arc,online.bg/fileSrc.php?id=1975

e-learning at Technical university (2006), retrieved February 6, 2006 http://81.161.241.210/bg/elearning/default.aspx

e-learning Shell (2001), retrieved March, 8 2002 from http://ecet.ecs.ru.acad.bg/else/index.php?lang=uk

Eskenazi A., (1978) Generating of computer assisted tests, PhD Thesis, Bulgarian academy of Science, Sofia

Ganchev I., Kuchinov, (1987) Dialogue training software- ideas, rules and stages of development, Education of Mathematics, 2, 1-8 (in Bulgarian)

http://omg-bg.com/?page=history&setlang=2

Ivanov K., S. Zabunov, (2004) Individually Adaptive Learning Management System Project, Proceedings of International Conference on Computer System and Technologies- CompSysTech’2004, Ruse

Kosekova G., (2004) Foundations of Web-based Virtual Medical University. Distance Web-Based Learning and Planning, organizing and Controlling of regular Education Via MUS- Portal., Proceedings of International Conference on Computer System and Technologies- CompSysTech’2004, Ruse

Kouzov O., A Smrikarov, (2005) Virtual Educational Space in Bulgaria- State of the Art, Sofia (in Bulgarian)

Nenova St., (2004), Conceptual Model of web- based virtual environment for distance learning in higher schools, New Technologies in education and vocational training, Plovdiv (in Bulgarian)

Nikolov R., (1983) LOGO- experimental student book for 1 year, Sofia (in Bulgarian)

Nikolov R., (1997) Distance learning via Internet- education without borders, Mathematics and Education in Mathematics, Sofia (in Bulgarian)

Nikolov R., I. Nikolova, (1996) A Virtual Environment for Distance Education and Training, IFIP WG3.6 Conference “Collab. Learning and Working with Telematics”, Vienna


Nikolova I.(1996a) Introduction to the Internet, retrieved January 14, 2007 from http://www-it.fmi.uni-sofia.bg/aboutus/iliana/trainint/Fphomepg.htm

Nikolova I.(1996b)., Telecommunications and Distance Learning, retrieved January 14, 2007 from http://www-it.fmi.uni-sofia.bg/aboutus/iliana/TDO/TDO97/

Stojanov, St., (2003) Common Architecture of e-learning system DeLC, New Technologies in education and vocational training, Sofia

System Arcade (2007), retrieved January 14, 2007 http://62.44.100.133:8080/arcade/index.jsp

Todorova D., On- line course in parallel programming in University of Rouse, Mathematics and Education in Mathematics, Sofia, 331-336 (in Bulgarian)

Totkov G. at all, (1988) Experimental software for educational system, Mathematics and Education in Mathematics, Sofia, 693-696 (in Bulgarian)

Totkov G., E. Somova. M. Sokolova,(2004) Modeling of e-Learning processes: an Approach Used in Plovdiv e-University, Proceedings of International Conference on Computer System and Technologies- CompSysTech- 2004, Ruse

Totkov G., R. Doneva, (1998) Computerised Environment for Integrated Maintenance of Distance Education Course Мodules, EDEN Conference, Bologna, 24-26 June, 537-541.

Tuparov G., (1998) Application of HTML for development of learning materials, Mathematics and Education in Mathematics, Sofia (in Bulgarian)

Tuparov G., at all, (2006) Teachers Attitude towards e-Learning Courses in Bulgarian Universities, m-ICTE 2006, Sevilia , Spain

Tuparova D. G. Tuparov, (2002) One model of Web - based virtual environment for open and distance education, Proceedings of ICL 2002, Villach, Austria, Kassel University Press, ISBN 3-933146-83-6, URL: http://www3.cti.ac.at/icl/archive/presentation/tuparova2.pdf

Value Scope Bulgaria: Country positioning in leading expert reports, investment ratings and world media. Retrieved at January, 3, from http://investbg.government.bg/upfs/25/Bulgaria_Clipping1%20.pdf

Acknowledgments: The study was partially supported by the National Scientific Fund “Scientific Research”, under contract N VU MI- 111/2005. Note: The paper presents the opinion of the authors. It is not official position of the Ministry of Education and National Fund “Scientific Research”


Authors

Daniela Tuparova South West University, Bulgaria [email protected]

Georgi Tuparov South West University, Bulgaria [email protected]

Citation instruction

Tuparova, Daniela & Tuparov, Georgi (2007). e-Learning in Bulgaria – the State of the Art. eLearning Papers, no. 4. ISSN 1887-1542.

Copyrights

The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 2.5

licence. They may be copied, distributed and broadcast provided that the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on http://creativecommons.org/licenses/by-nc-nd/2.5/

Edition and production Name of the publication: eLearning Papers ISSN: 1887-1542 Edited by: P.A.U. Education, S.L. Postal address: C/ Muntaner 262, 3º, 08021 Barcelona, Spain Telephone: +34 933 670 400 Email: [email protected] Internet: www.elearningpapers.eu

e-Learning in Bulgaria - the State of the Art

Education

elearning education

elearning environments

elearning technologies

dissemination of e

efficient use of e

eeducation index

didactical issues of

educational system