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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Moreira, J. A., Henriques, S., Goulão, M. F. & Barros, D. (2017). Digital learning in higher education: a training course for teaching online – Universidade Aberta, Portugal. Open Praxis. 9 (2), 253-263
Exportar Referência (IEEE) 
J. A. Moreira et al.,  "Digital learning in higher education: a training course for teaching online – Universidade Aberta, Portugal", in Open Praxis, vol. 9, no. 2, pp. 253-263, 2017
Exportar BibTeX 
@article{moreira2017_1714129884643,
	author = "Moreira, J. A. and Henriques, S. and Goulão, M. F. and Barros, D.",
	title = "Digital learning in higher education: a training course for teaching online – Universidade Aberta, Portugal",
	journal = "Open Praxis",
	year = "2017",
	volume = "9",
	number = "2",
	doi = "10.5944/openpraxis.9.2.539",
	pages = "253-263",
	url = "https://openpraxis.org/index.php/OpenPraxis/article/view/539"
}
Exportar RIS 
TY  - JOUR
TI  - Digital learning in higher education: a training course for teaching online – Universidade Aberta, Portugal
T2  - Open Praxis
VL  - 9
IS  - 2
AU  - Moreira, J. A.
AU  - Henriques, S.
AU  - Goulão, M. F.
AU  - Barros, D.
PY  - 2017
SP  - 253-263
SN  - 1369-9997
DO  - 10.5944/openpraxis.9.2.539
UR  - https://openpraxis.org/index.php/OpenPraxis/article/view/539
AB  - This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.
ER  -