文章基本信息

标题：Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective
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作者：María Consuelo Sáiz-Manzanares ; Raúl Marticorena-Sánchez ; Natalia Muñoz-Rujas 等
期刊名称：Sustainability
印刷版ISSN：2071-1050
出版年度：2021
卷号：13
期号：3
页码：1166
DOI：10.3390/su13031166
语种：English
出版社：MDPI, Open Access Journal
摘要：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.