Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
El uso masivo de la tecnología, en la vida cotidiana y en la educación en particular, está teniendo siempre más influencias en la autopercepción, por parte de los/as docentes, de habilidades de uso de las TIC, así como en sus competencias digitales. El propósito del estudio ha sido analizar si se presentan diferencias de género en el uso pedagógico de la plataforma Moodle, encuestando una población de 640 docentes de una institución de educación superior técnico profesional de Chile. El estudio ha sido realizado a través del análisis estadístico basado en la prueba de significación de hipótesis nula y la variable género ha sido analizada de forma descontextualizada, sin tomar en consideración las interacciones que se puedan dar con otras variables. Entre los resultados principales se destaca la evidencia de que no se presentan diferencias significativas entre profesores y profesoras el uso didáctico de la plataforma Moodle, así como en la auto calificación del dominio de la misma. The widespread use of technology in daily life, and particularly in education, increasingly influences both the self-perception of Information and Communication Technology skills and teachers’ digital competence. This study aims to analyze if there are gender differences in the pedagogical use of the Moodle platform, by conducting surveys among a population of 640 teachers from a technical professional higher education institution in Chile. The study of gender differences has been conducted through a statistical analysis based on a significance test of null hypothesis and the gender variable has been analyzed in a decontextualized manner, without taking into account the interactions that they could have with other variables. Among the primary results, evidence shows that there are no significant differences between female and male teachers with regard to the educational use of the Moodle platform as well as self-qualification with respect to proficiency on the platform
This article is based on the project "Technology in the Heritage of Memory" conducted by the Universitat Rovira i Virgili in Tarragona between July and October 2007. This initiative was part of the multiregional European project "More Equal" (Igualdader), affiliated with the Equal Community Initiative, financed by the European Social Fund. It consisted of a series of workshops on basic computer skills, Internet navigation, and the use of photos and images aimed at women aged between 50 and 65 years, belonging to eight rural municipalities in the Region of Catalonia Montsiá. This study established that the digital divide is not only linked to a difference in the technological equipment or access to broadband. Instead, the main barrier that separates potential users of the network is general knowledge, basic English, and familiarity with hardware. These workshops showed that learning to use technology through cultural components, rhythms, and motives, actually helped the learning process. Thus, women who participated not only achieved a Gender, Technology and Development 15(1) 159-174
En los últimos años hemos sido testigo de un uso, siempre más difundido, de las redes sociales digitales (RSD), con fines educativos. El alumnado declara hacer un uso didáctico de las redes y sus herramientas y, al mismo tiempo, reconoce el trabajo colaborativo como una metodología que promueve su aprendizaje y que viene propiciada por el uso de las redes sociales. Entre los propósitos del siguiente estudio, se encuentra indagar las percepciones que el alumnado tiene respecto al uso de las redes sociales como herramienta educativa y conocer sus preferencias con respecto al trabajo colaborativo. La investigación realizada se encuadra dentro de las denominadas ex post facto, no experimental y descriptiva. La muestra de la investigación estuvo formada por 460 estudiantes de diferentes carreras del área de ingeniería de una institución de educación superior chilena, durante el curso académico 2017-18. Entre los resultados destacables, podemos afirmar que Internet se está presentando como una de las tecnologías que va penetrando con más fuerza en las Universidades, y que los alumnos la suelen utilizar constantemente para fines educativos. Es por estas razones que consideramos que existen las condiciones iniciales para la incorporación de las redes sociales a la enseñanza formal. Además, nuestros resultados muestran que el interés de trabajar con otros estudiantes determina la actitud del alumnado hacia el trabajo colaborativo. Ello nos lleva a reclamar la necesidad de que el docente se asegure de las percepciones que tienen los alumnos, y aplique estrategias específicas.
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