Abstract:

Currently, we live in a significant revolution in terms of Information Technology and Communication, which has been causing significant changes, especially in the educational approaches of Higher Education. The public now joins this level of education is part of a network society, accustomed to the multiple links originating communities. These are responsible for changes in the subjects that are - they become more involved in building their knowledge and collaborative information sharing.
Face this reality, universities and other institutions of higher education need to reorganize their teaching practices, in order to meet the requirements imposed by society and by new students.
In 1999 the EU initiated the Bologna Process, which has as one of its objectives focus on the student educational process and not the environment of the classroom. Information Technology and Communication and the b-learning have a key role in achieving this objective. So it is important and urgent for Higher Education incorporate in their arrangements for the b-school learning.
In this context of innovation, progress and transformation of new teaching practices, we develop our research. The starting question of our study is to investigate whether the mode of b-learning, implemented in a course of our University causes significant differences in final evaluations of two samples of students. Only one of the samples was subject to b-learning, supported by virtual learning environment.
Thus, it was intended: To analyze the frequency of operation of the virtual learning environment by the students; evaluate the impact of the model b-learning in the development of cognitive skills of students in this discipline.
The methodological design was chosen the case study, focusing on the qualitative analysis of data collected since the researcher was more interested in understanding the fact, than in testing hypotheses or make generalizations.
The experiment lasted approximately five weeks and involved 88 students. The main sources of data were a questionnaire, an interview, knowledge assessment, automatic registration of the platform scale and attendance in the classroom.
The results obtained generally support the conclusion that we could not find visible demonstrations of the existence of significant differences in cognitive skills by students who attended the mode of b-learning. However, most students interviewed recognized the importance of using the platform for learning management as an educational tool, and the need to include the b-learning mode in the teaching and learning in all courses.
We hope that this work contributes to the development and implementation of a b-learning mode at our University and help to reduce the gap between old methods of teaching and and technological revolution that changes habits and expectations.

Keywords:

b-learning, Higher Education.