This paper examines the relationship between the academic selfefficacy of an adult learners group in an online learning context with their actual performance. Our study aims to evaluate the relationship between self-concept of a group of students in online context and their academic achievement. Data were collected from 63 students of both genders, with average age of 42 years old, selected from the first years of their undergraduate studies. We analyzed their performance in academic course specifies. An adapted questionnaire was used to measure self-efficacy (α=.908). The data was analyzed using descriptive and inferential statistics. The Pearson correlation coefficient was used to see the relationship between self-efficacy and academic performance. The analysis of the data indicated that students' level of self-efficacy is high (average=45) and a significant relationship exists between selfefficacy and academic achievement (r=0.286, at 0.05 level).

This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.

No abstract

This research deals with the way eLearning can help adults to pursue their studies and therefore helping them to respond to society's challenges nowadays. For this purpose the promotion of digital literacy plays an important role. The results of this study prove that students had positive attitudes towards the use of Internet as a learning tool. Students choose this learning method because they need to continue improving their academic level. The main three reasons pointed out to choose this method are connected to its characteristics of flexibility, conciliation and goals. ELearning is considered an important element to apprenticeship and its evaluation is Good.

No abstract