El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género

Palabras clave: brecha digital de género; Ambientes Virtual de Aprendizaje; Educación Superior; competencias digitales

Resumen

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.

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Publicado
31-03-2020
Cómo citar
Del Prete, A., & Cabero Almenara, J. (2020). El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género. Revista De Educación a Distancia, 20(62). https://doi.org/10.6018/red.400061
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