Academic self-concept in Virtual Learning Environments

Regarding the new challenges faced by education today, the use of virtual learning environments and the analysis of their impact in the technical-vocational and psychosocial development in higher education students has conquered a growing interest amongst scientific community, namely in the field of social sciences. The object of this research is to describe the impact of using online environments on the academic self-concept of Portuguese higher education students (n=120), based on the qualitative analysis of their own perceptions and narratives. The background standards of the research are supported by the Community of Inquiry model (Garrison, Anderson & Archer, 2000) as far as learning in virtual environments is concerned, which will be used as an analytical grid for the collected data. The results show that these virtual learning, environments - which design is anchored in the development of competences and in learning seen from a pedagogical model based in the principles of constructivism, autonomy and interaction - may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, Orientation for the task, Trust in their own capacities and Relationship with colleagues. The implications of the results are discussed not only from a practical intervention point of view but also in terms of future research.