摘要：AbstractOnline education has its particularities, challenges and ways to face the pedagogical relationship (students/professor/context) associated with that. The ubiquity that the virtual space provides allows greater flexibility of time and space. This flexibility can be reflected not only in access to knowledge, but also, in the way of structuring the training and in possibility to means and methodologies best suited to the needs and ways to students reach the knowledge (learning styles). Our results point out to the predominance of type A, called participatory use style in virtual space. We found significant differences between genders.
