The technological evolution crosses the social reality and everything that it involves. School takes these changes and uses them not only to adapt but also to appropriate new technological tools which will serve the educational goals. Distance teaching is an alternative to the face-to-face learning method and it is regarded nowadays as a possibility for the development of skills of those who have little time and space flexibility. It is here that on-line teaching appears. Electronic teaching allows new educational experiments which put the teacher in a tutorial position, a manager of knowledge, an organizer of the learning conditions. (Bertrand, 2001). Nevertheless, the learner also faces a new challenge: on a constructivist perspective of knowledge which, according to Tome (2007), "it is the one that hás created more benefits and the one that best contextualizes and takes advantage of the interactive systems of communication to the learning and teaching processes", he engages an active role in his learning process, finding in these interactive environments an incentive to his performance. The collaboration and exchange of knowledge allow a mutual enrichment of the learners, building their own knowledge based on the swapping of experiences, which may have happened in a synchronous or asynchronous way, with other learners and creating virtual learning communities. The e-learning as a view of the electronic learning works exclusively on an electronic platform that offers several advantages but also some disadvantages. In order to fmd a combining solution, we propose an experiment of blended-learning with a sênior class of Levei III of a Professional Program in Casa Pia de Lisboa. An e-subject was created on a Moodle platform, regarding the technical aspect of the Program. The methodology used in this study focused on the study case with the application of two questionnaires as a data collecting technique: one before the experiment and one after. The analysis of the data on the first questionnaire helped conclude that this group had certain features that were compatible with this kind of experience, namely the informatics  knowledge  as well as the interest on issues regarding Information and Communication Technologies.

From the results of the second questionnaire, we may infer that this experiment of blended-learning ended up being very positive to most students, not only because of the tools used but also because of the resources available. We share with Tome (2007) the idea that "it is really important to create good learning environments and contexts which may lead to positive emotional experiences, in order to maintain the everlasting motivation in learning". It is within this context that we place some proposals for the appliance of b-leaming solutions in the Institution where the experiment was done, emphasizing the strong professional aspect of its programs. "School takes one moment but lasts forever." Sumerian Proverb, III millennium b. C.

KEYWORDS: Distance teaching, e-learning, b-leaming, constructivism, learning.