Abstract:

During the last decade, online and traditional universities are promoting the existing dyad between centers of higher education and firms (Brennan, 2008; Etzkowitz, 2003; Nyborg, 2003; Rodríguez, 2002; Cabrera, Colbeck and Terenzini, 1999; Van Dyke and Williams, 1995). Universities have the liability of adapting curricula to labour market demands and enterprises need well trained graduates to cover their vacancies (Munroe and Westwind, 2009; Cabrera, Weerts and Zulick, 2005; Hodges and Burchell, 2003). As a result, the importance of interpersonal skills, professional capabilities and instrumental competences is now crucial due to the competitive employability of graduates (Verle, Markič, Kodrič and Zoran, 2014; Biloslavo, Bagnoli and RusjanFigelj, 2013; Vermeulen, Phanish and Ranjay, 2010; Crammer, 2006; Harvey, 2000).

On the one hand, the current model of competence-based learning requires modern tools that allow students not only a passive integration of content, but also an active skills acquisition (Serradell-López et al. 2013). On the other hand, employers seek professionals who demonstrate interpersonal and analytical skills, as well as some ability to excel in the future (Marzo Navarro, Pedraja Iglesias, and Rivera Torres, 2008; Biesma et al., 2007; Allen and Ramaekers, 2006; García and Ibáñez, 2006; Cajide et al., 2002; Hesketh, 2000; Willis and Taylor, 1999; F. Karakaya and F.Karakaya 1996).

Motivation of students in an online environment is essential to achieve a double goal; increasing success rate and reducing dropout ratio. Universities are not only focused on ensuring that their students get a degree but also training them in the most pleasant way as possible. In this context, we propose the use of online tools such as Moodle questionnaires and lessons as a choice to reach these objectives. We suppose that designing didactic lessons will improve success rates and students performance as well as induce heeding the subject. Our model collates marks of two subjects before and after implementing a Moodle lesson making an intra-subject (gaps A and B) and inter-subject (gap C) students’ performance comparison. Data was collected from students of Business Administration at Open University of Catalonia (UOC).

Our aim is to evaluate the impact of inserting modern learning tools on qualifications and performance of students as well as ensuring better trained graduates in order to entry on market labor. We set a significance level to 0.05 and use the ANOVA test to measure the size of the three gaps outlined.

Keywords:

e-learning, higher education, online tools, competences.