RT info:eu-repo/semantics/article
T1 Teaching and learning styles on Moodle: an analysis of the effectiveness of using STEM and Non-STEM qualifications from a gender perspective
A1 Sáiz Manzanares, María Consuelo
A1 Marticorena Sánchez, Raúl
A1 Muñoz Rujas, Natalia
A1 Rodríguez Arribas, Sandra
A1 Escolar Llamazares, María del Camino
A1 Alonso Santander, Nuria
A1 Martínez Martín, Mª Ángeles
A1 Mercado Val, Elvira
K1 Learning styles
K1 Teaching styles
K1 Moodle
K1 Blended learning
K1 Learning-objects
K1 Gender gap
K1 Digital gap
K1 Enseñanza superior
K1 Education, Higher
K1 Informática
K1 Computer science
AB Teaching 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.
PB MDPI
SN 2071-1050
YR 2021
FD 2021-02
LK http://hdl.handle.net/10259/6239
UL http://hdl.handle.net/10259/6239
LA eng
NO Consejería 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).
DS Repositorio Institucional de la Universidad de Burgos
RD 24-abr-2024