Literacy for offline use of Moodle Portable in biology classes

Abstract

The post-pandemic era in secondary education has compelled teachers to seek alternative teaching methods that enhance learning in new educational environments. This paper presents a methodology for developing digital literacy in the offline use of the Moodle Portable tool among seventh-grade students at a mixed-gender school in the municipality of La Palma, Cuba. A mixed-methods study was conducted, supported by both theoretical and empirical approaches. A pre-experimental study was carried out with 30 students and 5 teachers from the school where the research took place. The results demonstrate significant improvements in learning and the development of digital skills through the use of new offline educational environments. Furthermore, the students expressed positive opinions and considered the approach an effective experience within the Cuban context. The study concludes that the use of virtual tools as alternative teaching methods in Biology classes facilitates knowledge acquisition through the offline use of Moodle Portable, which is considered an innovative resource that enriches traditional teaching methods.