Last years, it has been taking place a profusion of b-learning in universities where classroom teaching is complemented by virtual spaces offered by universities for the development of formal education (Mikropoulos and Natsis, 2011). This takes place primarily throught the so-called virtual platforms. Thus, e-learning has been defined as “delivery system for distance learning supported by ICT (technology, telecommunication networks, video conferencing, digital TV, multimedia) which combines different pedagogical elements: classical training (face or self-study), practices, real-time contacts (face, video conferencing and chats) and delayed contacts (guardians, discussion forums, email) FUNDESCO (1998). Following Rey (2003), elements that constitute what we call Virtual Learning Environment are: 

1. Virtual desktop: a sector where students can use the whole set of materials that support the teaching course.
2. Interactive classroom: it is the area addressed to communication among members of virtual classroom.
3. Library: An  area of inquiry, used with their peers “traditionally”
4. My e-learning: an area for setting students’ personal data.

It is obvious that all these can be offered recorded or asynchronous, although the learning possibilities would be increased with the addition of synchronous uses. Boettcher (2005) suggest synchronous environments have turned out very effective and could be complemented with the means of talking and interact in real time.  Following Kapp (2009), who state that in order to do a proper use of synchronous tools, it is very important to use graphic elements that summarize contents and help the understanding. Moreover, it is also imperative to have some guidelines that facilitate participants’ involvement, rising questions about contents that will be tackled or suggesting research activities, such as individual as group tasks. 

The research question that arises is what are the scholars’ opinions about New Virtual Learning Environments where the training takes place, as a space for Higher Education within the EHEA?.

We refer, specifically, it is questioned how experts understand should be: E-learning and B-learning in Higher Education today, teachers and students’ profiles in Virtual Learning Enviroments (Castro and Chirino, 2011; Stricker, Weibel and Wissmath, 2011) and New Virtual Classrooms: as a technology and complementary method of virtual platforms (Learning Management Systems).To this end, several discussions were held on-line via Adobe Connect Pro technology and afterwards, recorded and analyzed. Opinions and assessment of scholars linked to international university area (both research and teaching) are included. Showed data belongs to a research Project called “Modelling didactic, pedagogical, methodological and technological Virtual Classrooms: implementation at the University of Extremadura (Spain)”.

Boettcher, Judith V. (2005). Designing for the Virtual Interactive Classroom. [Viewed at: . Castro, J.J. and Chirino, E. (2011). Teachers' opinion survey on the use of ICT tools to support attendance-based teaching . Computers and Education 56 (3), pp. 911-915. FUNDESCO (1998). Teleformación. Un paso más en el camino de la Formación Continua. Madrid: FUNDESCO. Kapp, K.M., Nicholson, M. & King, T. (2009). Making the Most of Virtual Classrooms and Self-Paced Presentations-Guidelines for Rapid E-Learning. Viewed at: . Mikropoulos, T.A. and Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers and Education 56 (3), pp. 769-780. Rey, J. (2003). Internet y Educación: Aprendiendo y Enseñando en los Espacios Virtuales. [en línea] . [Consulta: 16/4/2004]. Agencia Interamericana para la Cooperación y el Desarrollo. Stricker, D., Weibel, D. and Wissmath, B. (2011). Efficient learning using a virtual learning environment in a university class. Computers and Education 56 (2), pp. 495-504.