Designing Collaborative Learning Environments Using Educational Scenarios Based on Self-regulation

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 selfbeliefs. 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.