Can virtual environments promote learning skills such that higher education students understand them? This paper examines the impact of new online educational scenarios as to how self-learning skills are perceived. The research covered 277 higher education students grouped into classrooms, and their tutoring included an online learning component. At the end of the academic semester, students responded to a range of self-learning skills adapted to learning in virtual environments. All participants attended Social and Human Sciences course units in higher education, in different institutions, respectively the State Public University and Private Polytechnic institutions. The results of the study show that virtual learning environments, anchored in a design focused on the development of skills and in a teaching model based on the principles of constructivism, autonomy and interaction can be positive in how higher education students perceive learning skills, according to the following dimensions: Active Learning, Learning Initiative and Autonomy. The study examines the implications of the findings, from the perspective of both the practical intervention and the reflection on the future of educational processes.Fundação para a Ciência e Tecnologi
