Pedrosa, DanielaMorgado, LeonelCravino, JoséFontes, Mario MadureiraCastelhano, MariaMachado, ClaudiaCurado, Eliana2020-06-242020-06-242020-06-21978-1-7348995-0-4http://hdl.handle.net/10400.2/9801High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students’ autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.engComputer programminge-SimProgramming approachE-learningSelf and Co-Regulated LearningSimProgramminge-SimProgrammingSelf-Regulated LearningCo-Regulated Learningconference object