Designing Collaborative Learning Environments Using Educational Scenarios Based on SR

Fotini Paraskeva, Sofia Mysirlaki, E. Choustoulakis


As more and more studies acknowledge that students are basic contributors to the learning process, factors such as self concept, (computer) self-efficacy and self-regulation are important in enhancing human performance. Nevertheless, these learner characteristics have received little attention in the e-learning environment. This paper presents the results of a study indicating significant positive relationships between learner characteristics, such as self-concept (academic achievement and job achievement), Computer Self Efficacy (CSE) and Self-Regulation (SR) constructs. Acknowledging the requirement for a strong shift of students towards developing self-regulated scenarios and strategies, we suggest that collaborative e-learning environments should be designed according to the self-regulated theory and self-beliefs. As a result, in this study we present a model examining how we can design educational scenarios based on self-regulation theory in a collaborative e-learning environment. This model is a tool for conducting experiments in e-learning university courses, studying the design, development and evaluation of the collaborative learning process.


Collaborative Learning Environments, Self-Concept, (Computer) Self-Efficacy, Self-Regulation.

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International Journal of Advanced Corporate Learning (iJAC) – ISSN: 1867-5565
Creative Commons License
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