Abstract
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.
Highlights
Teaching is increasingly performed with greater frequency in digital environments known as Learning Management Systems (LMS)
Significant differences were found for the use of resources, those of ‘Label’ and ‘Page’
The teachers used 5 resources of the 8 that Moodle v.3.8 has to offer, which implies a percentage utilization of 62.5%, without there being a difference in the variable type of teacher
Summary
Teaching is increasingly performed with greater frequency in digital environments known as Learning Management Systems (LMS). This form of teaching, especially significant in the context of higher education, has expanded due to the effects of the COVID-19. It is all understood to take place within life-long education, as is proposed in Agenda 2030 [4] and it is precisely this challenge that educational authorities face, especially in Higher Education [5] Intervention in these aspects will facilitate the achievement of an increasingly sustainable society [6] and will surmount both the gender gap and the digital divide. The key aspects of teaching in Blended Learning and e-Learning environments will be approached within the framework of Higher Education through an analysis of the situation with its possible gender gaps and digital divides
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