Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.

La ansiedad y la insatisfacción corporal son factores de riesgo para los trastornos de conducta alimentaria y de la ingesta de alimentos. La presente investigación busca analizar los niveles de ansiedad e insatisfacción corporal, y su relación con las diferencias en función del género, curso y centro de estudios en 516 universitarios de Burgos, España -el 42.8 % fueron varones y el 57.2 %, mujeres; M = 21.7 años (DT = 4.1)-, utilizando un muestreo aleatorio estratificado. Para ello, se realizó un estudio descriptivo transversal en el que se aplicó el Cuestionario de Ansiedad Estado-Rasgo y la subescala Insatisfacción Corporal del Inventario de Trastornos de Conducta Alimentaria. Como resultados, alrededor del 20 % de los participantes presentó niveles altos de ansiedad, aunque no se encontraron diferencias por género, curso o centro; adicionalmente, el 61.4 % presentó alta o moderada insatisfacción corporal, principalmente si eran mujeres, personas ansiosas, o de segundo curso en la universidad. También se encontró interrelación entre estos factores, por lo cual en algunos universitarios se pudo identificar determinado riesgo para la aparición de trastornos de la conducta alimentaria y de la ingesta de alimentos.

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RESUMEN Es un hecho universalmente aceptado que la presencia en las familias de un hijo con

Background: The passage through university is a complex experience that can heighten personal susceptibility to eating disorders. The objective of this research is to determine how gender, age, course, educational faculty, and body mass index (BMI) can influence the risk of eating disorders among university students. Method: A transversal and descriptive study is conducted with a sample of 516 Spanish students (57.2% female, 42.8% male; Mage = 21.7, SDage = 4.1) following 26 university degrees. The Inventory Eating Disorder-Reference criterion (EDI-3-RF) was administered to the students. Contingency tables were used between categorical variables with the chi-squared statistic, at a significance level of p < 0.05. The Student t-test was used for two independent samples and a one-way ANOVA test with the post hoc Bonferroni test for more than two groups. Pearson’s correlation and a simple linear regression analysis were used to analyze the relationship between the variables in its quantitative version. Results: It was found that the female students enrolled in the second year presented a greater obsession with thinness and body dissatisfaction (p = 0.029; d = 0.338); the male students practiced more physical exercise to control their weight (p = 0.003); and that students under the age of twenty (p < 0.010; d = 0.584) and students from both the Health (p = 0.0.13) and Law (p = 0.021) educational faculties showed greater bulimic behavior (d = 0.070). More females are underweight (z = 2.8), and more men are overweight (z = 2.4). Normal-weight students scored significantly higher in thinness obsession (p = 0.033). Overweight students scored significantly higher on thinness obsession (p < 0.001) and body dissatisfaction (p < 0.001). Obese students scored significantly higher on body dissatisfaction (p = 0.04). Conclusions: The data obtained in this study, reinforce the hypothesis that the female gender, at an age within the limits of early adolescence, in the first year of the degree courses, with specific university qualifications, and a high BMI constituted factors that could provoke an eating disorder. Consequently, it is necessary to implement preventive measures adapted to the circumstances of each university student.