El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superiorun análisis de género

  1. Del Prete, Annachiara 1
  2. Cabero Almenara, Julio 2
  1. 1 Pontificia Universidad Católica de Valparaíso
    info

    Pontificia Universidad Católica de Valparaíso

    Valparaíso, Chile

    ROR https://ror.org/02cafbr77

  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Año de publicación: 2020

Volumen: 20

Número: 62

Tipo: Artículo

DOI: 10.6018/RED.400061 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RED: revista de educación a distancia

Objetivos de desarrollo sostenible

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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