Empleo de moodle en los procesos de enseñanza-aprendizaje de dirección de empresas: nuevo perfil del estudiante en el eees

• Published in: Educación XX1 Vol. 18; no. 1; pp. 125 - 146
• Main Authors: Padilla-Meléndez, Antonio, Del Águila-Obra, Ana Rosa, Garrido-Moreno, Aurora
• Format: Journal Article
• Language: English; Spanish
• Published: Madrid Universidad Nacional de Educacion a Distancia (UNED) 2015; Universidad Nacional de Educación a Distancia (UNED)
• Subjects: Blended Learning; Communication Skills; Educational Experience; Educational Innovation; Educational technology; Higher education; Instructional Innovation; Learning Processes; Online instruction; Structural Equation Models; Student Attitudes; Teacher Role; Teaching Methods
• ISSN: 1139-613X; 2174-5374
• DOI: 10.5944/educxx1.18.1.12314

This paper discusses the use of the Moodle platform to improve the teaching-learning processes in several subject areas of Business Management in the context of the European Higher Education Area (EHEA). With the new degrees, there will be a demand for students with increasingly more transferable skills related to communication skills and use of information technology (IT). The objective of this paper is to analyze how students perceive the use of IT learning tools, what the main variables are that determine its acceptance and use, and to examine if there are significant differences in these aspects between students of the diploma/bachelor's degree and the new degrees (EHEA). With this purpose, an empirical study was carried out for three academic years with a sample of 386 students. The information was collected through a web-based questionnaire. Univariate and bivariate statistical analyses were carried out and several structural equation models were estimated. The results demonstrate that it is important that students perceive the usefulness and ease of use of technology and, at the same time, the entertaining side of the system. The differences noted were that students from the new degrees show a greater intention to use the platform and greater experience using IT. As main conclusions, it is highlighted that in the context of the EHEA, the blended learning system means a new stage of learning, and in this new context, teachers must take a more active role in the learning process, developing new roles such as content and community managers.