Main Article Content


The vertiginous evolution of information and communication technologies (ICT) and the advent of the Internet propitiated the emergence of a networked society marked by deep changes in the economy, stimulating the emergence of new paradigms, models, educational communication processes and new learning scenarios. It is precisely one of these models – a pedagogical model to deconstruct moving pictures-, that we intend to analyze, describing its impact on the academic self-concept of twenty-four graduate students, based on the qualitative analysis of their own perceptions and narratives. The results show that these pedagogical model environments – whose design is anchored in the principles of socio-constructivism, collaborative learning, autonomy, flexibility and interaction – may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, task Orientation, Confidence 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.


Virtual Pedagogical Model Higher Education Academic Self-concept.

Article Details

Author Biography

José António Marques Moreira, Open University, Portugal, Departament of Education and Distance learning

Departament of Education and Distance Learning
How to Cite
Moreira, J. A. M. (2017). A Pedagogical Model to Deconstruct Moving Pictures in Virtual Learning Environments and its Impact on the Self-concept of Postgraduate Students. Journal of E-Learning and Knowledge Society, 13(1).