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Formación universitaria

versão On-line ISSN 0718-5006

Resumo

PALOMARES-RUIZ, Ascensión; CEBRIAN, Antonio  e  LOPEZ-PINA, José A.. E-gender equality and academic performance in virtual learning environments: an inter-subject study. Form. Univ. [online]. 2020, vol.13, n.5, pp.137-146. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062020000500137.

The objective of this research study was to examine whether there were significant statistical differences in academic performance between genders in second year primary education master's degree students from the Faculty of Education of Albacete at the University of Castilla La Mancha (Spain). Gender differences were assessed on the same subject taught in two manners: 1) by using a traditional methodology based exclusively on the tools provided by virtual campus tools and 2) by using virtual campus tools along with other Web 2.0 ICT tools such as Padlet and Socrative. This study used a quasi-experimental method with a non-equivalent control group. The results showed that there were statistically significant differences between genders. It is concluded that the results were in agreement with the data provided by the Spanish National Statistics Institute that confirms a digital gender gap that is related to the low enrollment of women in technical careers.

Palavras-chave : e-gender equality; digital gender gap; e-inclusion; virtual learning environments (VLE); ICT mediated learning.

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