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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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Listed:
  • María Consuelo Sáiz-Manzanares

    (Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Universidad de Burgos, Research Group DATAHES, P° Comendadores s/n, 09001 Burgos, Spain)

  • Raúl Marticorena-Sánchez

    (Departamento de Ingeniería Informática, Escuela Politécnica Superior, Universidad de Burgos, Research Group ADMIRABLE, Escuela Politécnica Superior, Avda. de Cantabria s/n, 09006 Burgos, Spain)

  • Natalia Muñoz-Rujas

    (Departamento de Ingeniería Electromecánica, Escuela Politécnica Superior, Universidad de Burgos, Research Group iENERGIA, Escuela Politécnica Superior, Avda. de Cantabria s/n, 09006 Burgos, Spain)

  • Sandra Rodríguez-Arribas

    (Departamento de Ingeniería Informática, Escuela Politécnica Superior, Universidad de Burgos, Research Group ADMIRABLE, Escuela Politécnica Superior, Avda. de Cantabria s/n, 09006 Burgos, Spain)

  • María-Camino Escolar-Llamazares

    (Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Universidad de Burgos, Research Group DATAHES, P° Comendadores s/n, 09001 Burgos, Spain)

  • Nuria Alonso-Santander

    (Departamento de Ciencias de la Salud, Facultad de Ciencias de la Salud, Universidad de Burgos, Research Group DATAHES, P° Comendadores s/n, 09001 Burgos, Spain)

  • M. Ángeles Martínez-Martín

    (Departamento de Ciencias de la Educación, Facultad de Ciencias de la Educación, Universidad de Burgos, Research Group DATAHES, C/Villadiego, 1, 09001 Burgos, Spain)

  • Elvira I. Mercado-Val

    (Departamento de Ciencias de la Educación, Facultad de Ciencias de la Educación, Universidad de Burgos, Research Group DATAHES, C/Villadiego, 1, 09001 Burgos, Spain)

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.

Suggested Citation

  • María Consuelo Sáiz-Manzanares & Raúl Marticorena-Sánchez & Natalia Muñoz-Rujas & Sandra Rodríguez-Arribas & María-Camino Escolar-Llamazares & Nuria Alonso-Santander & M. Ángeles Martínez-Martín & Elv, 2021. "Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective," Sustainability, MDPI, vol. 13(3), pages 1-21, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:3:p:1166-:d:485427
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    1. Xaro Benavent & Esther de Ves & Anabel Forte & Carmen Botella-Mascarell & Emilia López-Iñesta & Silvia Rueda & Sandra Roger & Joaquin Perez & Cristina Portalés & Esther Dura & Daniel Garcia-Costa & Pa, 2020. "Girls4STEM: Gender Diversity in STEM for a Sustainable Future," Sustainability, MDPI, vol. 12(15), pages 1-17, July.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    3. Miguel Ángel Queiruga-Dios & Emilia López-Iñesta & María Diez-Ojeda & María Consuelo Sáiz-Manzanares & José Benito Vázquez Dorrío, 2020. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education," Sustainability, MDPI, vol. 12(10), pages 1-18, May.
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    Cited by:

    1. María Consuelo Sáiz-Manzanares & Caroline Françoise Martin & Laura Alonso-Martínez & Leandro S. Almeida, 2021. "Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos," IJERPH, MDPI, vol. 18(22), pages 1-18, November.
    2. Ramón Fernando Colmenares-Quintero & Sergio Barbosa-Granados & Natalia Rojas & Kim E. Stansfield & Juan Carlos Colmenares-Quintero & Manuela Ruiz-Candamil & Pedro Cano-Perdomo, 2022. "Learning and Teaching Styles in a Public School with a Focus on Renewable Energies," Sustainability, MDPI, vol. 14(23), pages 1-13, November.

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