The e-aulas Project, based on Moodle, is a support space for students from the Coimbra College of Education, as complement for the presential classes, aiming to improve the efficacy of learning. The e-aulas was offered to all the teachers in the Coimbra College of Education, but not all are using it. The platform is used within 100 subjects, from 16 graduate courses, supporting more than 1800 users. Moodle follows a philosophy of social constructivism and allows synchronous and asynchronous communication. Students have a set of tools, like diaries, foruns, chats, e-portfolios, among others, that promote the information widening and the construction of knowledge. The resources in this learning management system allow interactive and systematic communication between teacher and students. They have a direct possibility to intervene in the elaboration of contents and in the construction of learning contexts. Moodle also allows social constructivism within the learning community, gathering persons and promoting reflection. Each element actively builds his knowledge experience, also cooperating in the experience of all the community. In this paper we will critically analyse how Moodle contributed to change pedagogy and learning perceptions, methodologies and attitudes of teachers, regular students, working students and deaf students.

The methodology used in this case study is essentially qualitative, based on content analysis of the interviews to teachers and students, and of the qualitative data from e-aulas, like foruns. The statistics data that moodle presents is also considered.

Because the teachers were curious about moodle and its use, they asked for training. Many asked, but few do participate when that opportunity was given. The teachers that began to use e-aulas, some had that training, but some were self-directed learners. The platform is only use as a content repository for some, but for others beginning to use Moodle was a good excuse to change the pedagogical methodologies they always used. They also turn the subjects more open to the students participation. The pedagogical use of e-aulas was especially useful to working students, given the flexibility and autonomy that b-learning allows. Most of the deaf students didn’t felt comfortable to participate because they had difficulties in writing. They didn’t want to expose their difficulties to the colleges and even the teachers. The study indicates some directions to teachers, considering the inclusion of nontraditional students in Higher Education.