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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMarticorena Sánchez, Raúl 
dc.contributor.authorMuñoz Rujas, Natalia 
dc.contributor.authorRodríguez Arribas, Sandra
dc.contributor.authorEscolar Llamazares, María del Camino 
dc.contributor.authorAlonso Santander, Nuria
dc.contributor.authorMartínez Martín, Mª Ángeles 
dc.contributor.authorMercado Val, Elvira 
dc.date.accessioned2021-11-25T13:58:07Z
dc.date.available2021-11-25T13:58:07Z
dc.date.issued2021-02
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10259/6239
dc.description.abstractTeaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.en
dc.description.sponsorshipConsejería de Educación de la Junta de Castilla y León (Spain) (Department of Education of the Junta de Castilla y León), grant number BU032G19, and grants from the University of Burgos for the dissemination and the improvement of teaching innovation experiences of the Vice-Rectorate of Teaching and Research Staff, the Vice-Rectorate for Research and Knowledge Transfer, 2020, and the Departamento de Ciencias de la Salud the University of Burgos (Spain).en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofSustainability. 2021, V. 13, n. 3, 1166en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectLearning stylesen
dc.subjectTeaching stylesen
dc.subjectMoodleen
dc.subjectBlended learningen
dc.subjectLearning-objectsen
dc.subjectGender gapen
dc.subjectDigital gapen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherInformáticaes
dc.subject.otherComputer scienceen
dc.titleTeaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspectiveen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/su13031166es
dc.identifier.doi10.3390/su13031166
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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