## 3 Results
### Validation of the Sample  
First, as indicated in the methodology, it is necessary to verify the validity of the sample. To this end, the initial questions in the pre-course and post-course surveys have been compared. This allows us to determine if the responses from the samples are comparable. It should be noted that the courses have been delivered to educators at Spanish universities. Regarding the percentage of STEM and non-STEM teachers: in the initial survey, 129 out of 352 educators were non-STEM teachers, which equals 37% of the sample. In the final survey, 55 out of 150 educators were non-STEM teachers, which also interestingly equates to 37% of the sample. Thus, concerning the type of teaching provided by the educators enrolled in the courses, it is checked that the comparison between both questionnaires can be considered valid. Figure 8 presents the percentage of operating systems software used among instructors. It can be seen that 79% of educators use Windows, while 21% use another operating system. This indicates that the questionnaires were answered by educators who may be unable to use FTP, as it only functions on Windows. When differentiating between STEM and non-STEM instructors, this data vary slightly (Windows usage increases to 83%) but not significantly. In the questionnaire conducted after the FTP course, the percentage of users of other operating systems is lower than in the pre-course survey (from 21% down to 13%). Likely, those who cannot use FTP on other systems did not respond. However, it is confirmed that the response rate is still adequate, as there are instructors who are not Windows users and yet completed the post-course survey. In [30], the market share of desktop operating systems worldwide from April 2019 to April 2020 is shown. The data on the use of PC operating systems in Spain (approx. 80%) are also presented. Comparing the survey data with these figures, the results are rather similar, confirming the validity of the sample. In Figure 9, the percentage of type of spreadsheet software used is presented. A similar trend is observed in this case compared to the previous analysis. The percentage of educators who did not use Excel as their spreadsheet software decreased from 13% to 9%. This reduction indicates that there are instructors who completed the post-course survey despite not being Excel users. Therefore, the sample also includes users who do not employ the necessary tools to use FTP. Next, to analyse the need for an application that helps the instructor enter questions into the Moodle platform, instructors were asked about their usage of question types before and after COVID-19. Concerning the question, _Before the COVID-19 lockdown, how often did you use the Moodle platform to create quizzes for students?_ It can be seen in Figure 10 that 48% of the instructors indicated they used it frequently or relatively frequently. A total of 21% responded that they used it infrequently, and 31% did not use it at all (110 out of 352). No significant difference was detected between STEM and non-STEM teachers. Figure 8: Percentage of operating systems used. Elaborated by the authors. Of the teachers who responded that they did not use Moodle quizzes at all, to the question _Indicate the reason why you did not use Moodle quizzes_, 50% replied _Because I did not know about them or did not know how to configure them/Because preparing questions on the Moodle platform is too laborious_. 21% responded _Because I was not teaching_. 22% said _Because it is better to do them in person to avoid fraud/Because I did not see their usefulness for my subjects/students_. The remaining 7% cited _Other reasons_. For teachers who responded that they did use Moodle quizzes (regardless of how frequently), they were asked if _Entering questions on the Moodle platform is easy and quick_, ranging from 1 for \"strongly disagree\" to 10 for \"strongly agree\". As shown in Figure 11, 65% rated it between 1 and 5, while 35% rated it above 5.