Main Article Content


Teaching and learning in digital environments have repercussions both in terms of pedagogy and the action of its agents, where digital skills are indispensable. It was based on these factors that we delineated, developed, implemented and accompanied a curricular unit within an online undergraduate course. We had basic assumptions, at a macro level, to respond to the expectations, needs, and objectives of that training offer; at a micro level, to provide the development of the competences, in the students, foreseen for the course unit. The design of this (UC), in an online system, requires knowledge, in addition to the domain of scientific content, concerning adult pedagogy and the way people integrate, remember and interact with information. The structuring of a course unit must respond to the needs and objectives of the e-student, to identify their expectations and needs, as well as to make the contents accessible for learning. We propose to present the methodology adopted, in the different phases of the design of a specific course unit (SLP). We have assumed, for this task, the ASSURE Model that proposes, as the last EVALUATE / REVISE phase. For this phase, we counted with the collaboration of 104 e-students, of both sexes and who attended this unit course. The data obtained point to a positive evaluation of the acquired competences, as well as the transfer of knowledge, acquired to other curricular units. The aspects related to the experience of the development of the unit course are also of positive evaluation.


Online Learning Digital Skills Pedagogy E-Adults’ Students Higher Education

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How to Cite
Maria de Fátima Goulão. (2020). Online Learning Environments and Some Pedagogical Implications. European Journal of Teaching and Education, 2(2), 35-44.