Gender contrasts in an e-learning training experience in the primary teacher degree of the Faculty of Education of Albacete

• Autor(a) principal: Palomares-Ruiz, Ascensión
• Data de Publicação: 2020
• Outros Autores: Cebrián, Antonio, López-Parra, Emilio
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Texto livre
• Texto Completo: https://periodicos.ufmg.br/index.php/textolivre/article/view/25114
• topic: E-learning; Diferença digital de gênero; Aprendizagem em rede; Aprendizagem colaborativa; E-learning; Brecha digital de género; Aprendizaje en red; Aprendizaje colaborativo; E-learning; Digital gender gap; Network learning; Collaborative learning

E-learning, electronic learning refers to learning through the internet and technology, its main benefits being the elimination of space-time barriers and the possibility of accessing “lifelong learning” or lifelong learning throughout the life adapted to personal needs, being a training modality that aims to provide flexibility and individualization in the teaching-learning processes. The objective of the research was to verify, by means of inferential statistical analysis, whether it is possible to reject the null hypothesis of gender equality in the sample means of the qualifications as a measure of academic performance between a subject of second course of the Primary Teacher Degree of the Albacete Faculty of Education taught with a methodology focused on E-learning with Web 3.0 ICT tools such as Padlet, Socrative and Kahoot and another subject taught with a more traditional methodology based solely on the tools supplied by the virtual campus. A quasi-experimental method with a non-equivalent control group was used and no statistically significant gender differences were found. The results are in agreement with the data provided by Eurostat that confirm a digital gender gap that is related to the low enrollment of women in technical careers and should encourage teachers to include, in the virtualization of their subjects, various ICT tools that enable the transition towards more participatory and collaborative methodologies with greater involvement and commitment of the students.