The COVID-19 pandemic has caused a significant shift in the education sector, with many schools and universities transitioning to online teaching to comply with social distancing guidelines. As a result, parents have become more involved in assessing the quality of online teaching for their children. With a theoretical foundation related to the application of technology in education, the conditions under which distance learning was conducted during the COVID-19 pandemic, and the roles of parents in online education, the paper presents the results of an empirical study aimed at examining how parents assessed the quality of online education during the pandemic. The study included 150 participants, and the results showed that the participants were not satisfied with communication with teachers and did not positively evaluate children's behavior in the virtual classroom. On the other hand, parents who actively participated in online education positively assessed the quality of online education and their own involvement in maintaining distance learning.